1974. the Plan for School Facilities Is Preceded by a Summary Of

-DO C 1.")62112 RESt Pt2 ED 032 724 EF 003 471 Capita! Prosrz.m. School District of Phladelphia: July 1._1968 to June 30. 1974.. . "Philadelphia Board of Education. PS. Pub Date 27 May 68 Note -112p. - EDRS Price MF -50501-IC -$5.70 Descriptors *Budgets. *Capta! Outlay (for Fixed Assets). Construction Costs. Construction Programs. Educational Planning. Facility Reciu:rerr.2nts. *Financial Support. Master Mans, School Construction. *School Expansion This report presents the School District of Philadelphia's long-range plan for school facilities and. based upon it. a capitalprogram for the years 1969 through 1974. The plan for school facilities is preceded bya summary of present facility conditions and a consideration of indicated needs for expansion. General fiscal policies. a total ,program summary. targets for accomplishment. proi_ect descriptions. and the 1969 capital budget are presented in the capitalprogram. Photographs and graphic illustrations are included. (FS) CAPITAL PROGRAM SCHOOL DISTRICT OF PHILADELPHIA JULY 1, 1968 TO JUNE 30, 1974

PREPARED BY THE SUPERINTENDENT AND STAFF OF THE SCHOOL DISTRICT

AND

APPROVED BY THE BOARD OF EDUCATION

ON MAY 27, 1968

RICHARDSON DILWORTH, ESQ., President REV. HENRY H. NICHOLS, Vice President GERALD A. GLEESCN, JR. ESQ. MR. WILLIAM GOLDMAN MRS. ALBERT M. GREENFIELD MR. GEORGE HUTT JONATHAN E. RHOADS, M.D. MR. WILLIAM ROSS ROBERT M. SEBASTIAN, ESQ. DR. MARK R. SHEDD, Superintendent

U.S. DEPARTMENT Of HEALTH. EDUCATION& WELFARE tL Off la Of EDUCATION

Va) THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED ;ROM l'HE PERSON OR ORGANIZATION ORIGINATING ITPOINTS Of VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION POSITION OR POLICY TABLE OF CONTENTS

Letter from the Superintendent

I.Introduction and Summary 1 A.The Goals of the Philadelphia Schools 1 B. HicAligbts of the Report 2

II.The Plan for School Facilities .7 A.Summary of Present Conditions 7 Age and Condition of Present Schools Site Area Standards Overcrowding Pattern of Racial Distribution in Existing Schools Socio-Economic Structure of the City 11

B.The Facility Gap 11 School Capacities 13 Student Enrollment Projections 14 Grades 1-12 14 Kindergarten 14 Pre-School 14

C.The Plan 19 Physical Planning Standards 19 The Educational Basis of tie Plan 19

Design Criteria to Meet Educational Requirements = .21 Des_gn Criteria 21 Internal Space Standards 24 The Elements of the Plan 25 Lower Schools 25 Middle Schools 26 High Schools 27 Community Schools 28 Magnet Schools 28 Facilities for Handicapped Children 29 Intensive Learning Centers 29 Athletic Facilities 29 Instructional Materials Centers (Libraries) 29 Alterations and Improvements 30 The Education Park 31 Other Planning Studies 33 Administrative Facilities 34 Integration and Community Renewal 35 The Plan and Integration 35 The Plan and Community Renewal 37 Space Stretching 41 TABLE OF CoNTENTS ACont'd

111. The Capital Program July 1, 193.-4 June 43

A. General Fiscal Policies. a 43 Debt Policy 43 Debt Service .44 Brird Life .44 Projeo Analysis 44 ct.st 1--"1ors .. 44 seethma 1 z at ion a 44 Consolidatien of Past Budgets 48

B.Total Program Summary 48

C. Getting the Job Done 48 The Construction Industry 48 Effects Upon Operating Costs 48 Administrative Management 5) Making the Schools Work Effectively 52 Site Selection 52 Land Acquisition 53 The Record of the Current Year 53

D. Targets for Accomplish. Lent 63

E.Project Descriptions 68

F.The 1969 Capital Budget and the Capital Program (1969-1974) 94

iii INDEX OF CAPITALPROGRAM PROJECTS Page Project Project Program Number Name DescriptionFunding

NEW SCHOOLS HIGH

103 West Philadelphia-UniversityU City 104 West Philadelphia Area 68 94 69 105 Eastwick 94 204 North Philadelphia Area 69 94 205 Christopher Columbus 73 94 207 South of Vine Street 73 94 73 403 West of Schuylkill River 96 78 502 Edison High School Vicinity 96 503 William Penn 82 98 82 504 Kensingtcn High School Vicinity*y 98 82 606 Northwest 98 85 98 708 Vicinity of Olney and Frankford High Schools . 807 Northeast Philadelphia Area 88 100 90 100 NEW SCHOOLS MIDDLE

114 Jeannette MacDonald 115 George W. Pepper 69 94 69 117 Dr. John P. Turner 94 69 121 West Philadelphia Area 94 70 214 Fairmount Area 94 74 312 Steddart 94 76 314 To Serve District 3 96 76 415 Connie Mack 96 78 96 416 North of Diamond S4.reet 79 417 James L. McDevitt 96 79 418 Betsy Ross 96 419 Parkside Area 79 96 79 420 West of Schuylkill River 96 79 96 421 South of Lehigh Avenue 422 Tioga Area 80 96 514 East of Broad Street 80 96 82 515 2nd and Berks Vicinity 98 83 98 612 Central Germantown 615 Awbury Tract 85 98 86 West Oak Lane Area 98 86 712 East Oak Lane 98 88 713 Logan Area 100 88 100 811 Benjamin Rush 90 160 813 Austin Meehan 90 815 100 Betveen Washington and Northeast High Schools 90 816 To Serve District 8 100 91 817 To Serve District 8 100 91 100

iV Page Project Project Program Number Name Description Funding

NEW SCHOOLS LOWER

135 Longstreth 70 94 138 Morton 70 94 145 Samuel H. Daroff 71 94 149 Owen J. Roberts 71 94 150 3. Barry 71 94 233 Bache 74 94 247 Albert M. Greenfield 75 96 250 Eugene V. Alessandroni 75 96 255 North of Darrah 75 96 429 Hanna 80 96 430 Heston 80 96 435 Richard R. Wright 80 96 437 Overbrook 81 98 438 T. M. Pierce 81 98

444 Lehigh , 81 98 526 Elkin 83 98 530 Hackett 83 98 533 Hunter 83 98 535 McKinley 84 98 539 Potter-Thomas 84 98 541 Sheppard 84 98 546 Vicinity of 2nd and Berks 84 98 637 Upper Roxborough 87 98 639 Steel 87 98 646 Oak Lane Area 87 98 740 Olney 88 100 748 Wright-;Buhr 89 100 750 Cramp 89 100

ADDITIONS HIGH

101 Bartram 68 94 401 Gratz 78 96 601 Central 85 98 603 Roxborough 85 98

V Page Project Project Program Number Name Description Funding

ADDITIONS LOWER

130 Harrington 70 94 132 0. W. Holmes 70 94 148 T. B. Read '11 94 153 Bryant 72 94 154 Cary 72 94 226 Childs 74 94 241 Poe 74 94 245 E. M. Stanton 74 94 251 Bregy 75 96 330 Kearny 76 96 342 Spring Garden 76 9E: 344 Taggart 77 96 443 Whittier 81 98 534 Ludlow 83 58 555 S. A. Douglas 84 98 629 Levering 86 98 630 Logan 86 98 742 Smedley 89 100 746 Ziegler 89 100 827 Holme 91 100 837 Com ly 91 100

ADDITIONS SPECIAL SCHOOLS

893 Shallcross Residential 91 100

CONVERSIONS

102 West Philadelphia High Conversion to Middle 68 94 202 J. F. Kennedy Center 73 94

MISCELLANEOUS PROJECTS

001 Supportive Facilities 93 100 010 Alterations and Improvements 92 100 020 Furniture and Equipment 93 100 030 Special Education Facilities 93 100 040 Site Expansion and Demolition 93 100 060 Athletic Facilities 92 100 070 Administrative Facilities 92 100 090 Capital Program Administration Cost 92 100

vi ILIXSTRATI0NS-MAPS-TABLES

Page

IllustrationI Non-Fire Resistant Buildings 8

Map 1 Racial Balance and Change (October 196G - October 1967) 9 Map 2 Need for Renewal 10 Table 1 Overcrowded Schools by District 11 Map 3 Facilities Gap 12 Table 2 Lower School Planning Capacities 13 Table 3 Pupil Enrollment By Grade Group, By Race 1970-1980 15 Table 4 Estimated Kindergarten Enrollment 16 Table 5 Estimated Pre-School Demand and Enrollment 16 Table 6 Summary of Physical Planning Standards 20 Illustration2 Instruction Material Center Plan - Lower School 26 Illustration3 House Complex - Middle School 27 Illustration4 House Plan - High School 28 Illustration5 Master Plan - Northwest High School 32 Illustration6 Anticipated Expenditures by Year 46

Illustration'7 Anticipated Expenditures by Purpose 47 Table 7 Borrowing Capacity 50 Table 8 Summary of Impact on Operating Budget 51

Illustration8 Typical Operating Costs 54 Table 9 Projects Completed January 1, 1962 - June 30, 1968 56 Illustration9 Projects Completed January 1, 1962June 30, 1968 57 Illustration10 Total Expenditures Capital Budget 57 Table 10 Major Projects Under Construction 58 Table 11 Major Projects Under Itudy and Design 60

Map 4 City Wards by School District. 62 Table 12 Targets for Accomplishment 63 Map 5 Existing Schools 64 Map 6 Schools in 1969-1974 Program 65

vii LETTER FROM THE SUPERINTENDENT

To the President and Members of the Board of Education

I am pleased to transmit to you my recommendations for the School District's Capital Budget for 1969 and its Capital Program for the ensuing years from 1970 to 1974.

For the past two years, the School District, under your leadership, has been embarked upon a massive campaign to overcome the pent-up space needs of Philadelphia's schools.This ye.ar, I can report that this space race is beginning to be won. For the opening of school this coming fall, .ve anticipate that there will be 5 new schools in operation and completed additions to 8 other buildings. Together with alterations and improvements to dozens of existing schools, renot ation of space at such facilities as the Innovative Center at 5th and Luzerne Streets and other efforts mentioned in the rep9rt, a substantial in- road on the School District's major problemovercrowdingwill have been made.

In addition to these immediate results, some 16 new schools and 24 additions to existing schools are under design or construction at this time.These include 24 lower schools, S middle schools, 9 high schools and 2 special facilities.Thirteen of these new schools are scheduled to open in the fall of 1969 alone.

This remarkable build-up has been accomplished only through the support of the city's voters in approving a large bond issue and a substantial increase in our borrowing capacity for the past tw o years and by the efforts of the Board of Education and administration to live up to the ambitious targets set for themselves. The Capital Program for 1969-74 again asks for unstinting support to bring the total job one year closer to completion.

I want to stress one point that is made in the report that follows.The continuation of this Capital Program requires a corresponding build-up in the operating resources of the School District. To meet present schedules, substantial new sources of operating funds must be found to staff and manage the new schools. Unless such funds are made available, the pace of the building program will have to be sharply curtailed beginning with next year's program. We simply cannot afford to permit that to occur.

For the administration of the School District, I urge you to consider and adopt this recommended program.I pledge the full support of the School Administration in meeting its ambitious, yet essential, objectives.

Respectfully submitted,

Mark R. Shedd Superintendent of Schools I. INTRODUCTION This report presents the School District's long-range Plan for School Facilities and, basedupon it, a Capital Program for the years 1969 (July 1, 190- June 30, 1969) through 1974 (July 1, 1973 - June 30, 1974)*. School buildings can have a profound effect upon the learningprocess by their attractiveness, their functionality, and their mere provision of the various spaces in which learning takes place.The ab- sence of adequate space, by the same token, can cripple the best educational program, as Philadelphia well knows. But buildings alone cannot do the trick in meeting the goals of a large urban school system.This report wants to make that fact very clear. Without sufficient operating funds and talented instructors and administrators, all the fine buildings in the world will not help Johnny to reador to find his way in 21st Century America.This perspective is hopefully made more clear in the light of the following statement of goals for the Philadelphia schools. The statement is being used in formulating this year's operating budget as well.Subject to continuing change and refinement, the statement is intended to guide the allocation of the School District's limited resources and to permit the schools and thecommunity to choose from among the many different ways in which those goalsmay be achieved. A. GOALS OF THE PHILADELPHIA SCHOOLS

I.LEARNING GOALS: These goals are an expression of the basic reasons for schools.

1.To develop in each student, by relevant, interesting and diversified instruction,a command of the basic skills and the ability to think clearly, communicate effectively and learn easily. 2.To help each student to be creative and to make cultural and recreational activitiesa part of his life. 3.To give each student a clear and honest understanding of the Uniwd States, including contem- porary urban problehAs, historical interpretation and international relations.

U. COMMUNITY GOALS; These are goals shard, with other groups and institutions in society.

1.To pro\ ide each student with an awareness of career alternatives and with the skills, motivation and assistance to choose his An future. 2.To make our schools as freely integrated and diversified as possible and to develop greater harmony among differing ethnic groups. 3.To develop more direct and effective systems of communication and involvement with the community and with government agencies at all levels. 4.To improve adult educational opportunities. 5.To improve mental and physical health so that each student respects himself and others and so that he can cope with his environment constructively.

Please Note: *In previous reports since the School District conveecd toa fiscal year basis, year designations in Cap- ital Prcgram documents have remained linked to the calendar year.For example, last year's report was issued as the Capital Program for 1967-1972. A correction is being made with this year's report. Henceforth, the years noted will signal the end of the fiscal year, rather than its beginning. Thisprac- tice is followed by the United States Government, private business and,very recently, by the City of Philadelphia.This, then, is the Capital Program for 1969 (July 1, 1968-June 30, 1969) to 1974 (July 1, 1973-June 30,1974).

1 Ifs EXABLVG GOALS.These goals represent internal management concerns which facilitate the aefievement of learning and shared community goals.

1.To develop an efficient, responsive and flexible organizAion with the motivation, ability and resources to meet the needs of each student, each teacher and administrator and each school. 2.To engage in every effort to attract, train and retain the most competent personnel. 2.To improve the effectiveness of educational program plowing. 4.To provide functional physical plants, in which teachers can utilize modern teaching methods and to Which community residents will come. 5. To improve short and long-range planning and decision making.

B. HIGHLIGHTS OF THE REPORT The School District's Proposed Capital 1-rogTam for 1969-74, and the Plan for School Facilities n,r.mi which it is based, reflect the goals of the Philadelphia schools as well as the extraordinarily dil- 1 _mit circumstances facing ail urban school systems in the nation today. This section presents the highlights of both the proposed capital nrogra-a and the long-range plan.

Progress of the Past Two Years The School District is entering the third year of its massive effort to overcome enormous deficien- cies in its physical facilities.In 1966-67, the new Board of Education increased its building program from a previous high of $17, 000, 000 to a record $71, 000, 000. By the end of the current fiscal year, that figure will have risen to $80, 000, 000. The first widespread results of the new building program will be realized in the fall of 1968.Five new, lower schools arc expected to open, together with completed additions.to eight otherbuildings. The number of non-fire-resistant structures still in regular service will have been reduced from 64 to 55. Together, a minimum of 4900 new pupil places will be brought into service and do much to relieve the aggravations of overcrowding and the frustrations of obsolesence. Another 31 new schools, additions and other projects will be in construction during the current fiscal yezr. Thirteen new schools are scheduled to open in the fall .)f. 1969; others will follow close be- hind. These starts were made as part of the Capital Budgets of 1967 and 19CS. In the current year as well, nearly $2, 000, 000 in Federal funding has been secured for the development of the Hartranft Community Schoolthe only school of its kind in the nation.'Three school clus- z,:rs, or education parks, are in detailed planning. A team is working on the important Model Cities program. In these and other cases, the involvement in planning of the entire school administration and the community is being sought. There is also extensive effort to work closely with the City Administra- tion, especially the City Planning Commission, the Redevelopment Authority and the Department of Recreation. In making these efforts, the School District has been able to establish its own capacity to supervise such a program. The local economy has been able to absorb the increased rate of construction. Most important, Philadelphia citizens have authorized the build-up with convincing "yes" votes. None of these tests had been passed when the program was first announced two years ago.They give the School District a confident mandate to continue this pace for the next six years, the time required to get the job substantially done.

The Facility Gap

Despite the efforts of the past two years, overcrowding and ebsolesence still plague the public schools and dampen efforts to upgrade educational quality.The rer.laining, facility gap addressed in the

2 Plan for School Facilities for 1980 is 17high schools, 30 middle schoolsand 20 lower schools. When these schools ar3 completed, theimbalance Ex..ween available standardcapacity in the schools and the projected enrollment of students willhave been virtually eliminated. The figures upon which theFacility Gap has been establishedhave all been reviewed this year and take into account the continuingeffects of change in the localbirthrate, mobility, planning decisions made by the City and by non-publicschools, and changes in schoolcapacity. This year's City-wide enrollment projection for 1060 is 288,320children in grades one through twelve ascompared to302, 000 last year.This decrease is largely a reflectionof a diminishing birthrate inthe City.

Space Stretching the program In order to make evenswifter inroads upon theclassroom shortage in the short -run, this year calls for a set of effortsto create several thousand spacesover and above thosecreated by the opening of new schoolbuildings in the fall of 1968. Theprimary source of these additional spaces buildings (e. g. , the InnovativeCenter at Fifth and LuzerneStreets, tem- will be the use of non-school etc.). A de- porary use of theTemple University buildings atCheltenham Avenue and Sedgwic': Streets, leased or purchased spacecould yield some 1500 spaces,dependent cision to transfer district offices to temporarily avail- upon the speedwith which this program can beimplemented. Further spaces will be able through authorization of dualshifts at an, as yet, unspecifiednumber of senior high schools. These of a comprehensive programof educational improvementfor these. crowded schools. moves would he part high Finally, approximately onethousand currently unfilled seatsin the City's vocational-technical schools will be the object ofextensive recruitment efforts. art, rest, community and In addition, the number of support rooms(extra space used for music, equitably distributed throughoutschools in the system until optimum con- other purposes) will be more schools ditions can be arrived at threnghthe building program.This step will create space in many operating budget will continue tosupply where no such rooms nowexist.Rental of space through the the needs of many children,especially at the kindergarten andpre-school levels.

Priorities Capital Program has beensubjected to rigorous examinationbefore Each project contained in the of new establishing its relative priority.This year as last, a premiumis placed upon construction classrooms, especially at thesecondary level. Additionalemphasis has been placed upon the program- continues to be a collateralgoal of the ming of middle schools. Theelimination of non-fireproof units overriding quest for space. Wherepermanent additions to existingbuildings are included in the pro- where sufficient value is judged toremain in these buildings andwhere long-range plans gram, it is only previously recom- show continuing neld for use.This year's programreflects that policy. Some mended additions have beendropped in favor of the constructionof new schools. ceiling of $90, 000, 000 in capital To make way for this constructionemphasis and yet to maintain a have been forced to giveground. Additions that do noteffect ca- expenditures for 1969, some projects facilities and swim- pacity have been pushed furtherback in priority. Thedevelopment of new athletic has been de-emphasized.Alterations and improvements, aswell as ming pools, with a few exceptions, much space site expansions for existingschools have been curtailed--allfor the sake of achieving as production as possible in the yearsimmediately ahead.

Putting Educational Programs into NewBuildings goals of the school Each project is the Plan forSchool Facilities is designedto implement the stated later in this report, the newbuildings seek to establish anatmosphere condu- system. As illustrated school-within-a-school, is, as one ex- cive to learning on anindividualized basis.The house plan, or and high schools underdesign. It aims to reducethe anonymity of large ample, being used in all middle The introduction sWdent units, and to permitteachers to work as membersof an instructional team.

3 cf human scale is beyozrl compromis-e in these plans. While adding somewhat to the overall cost of the program, it is a commitment whose price is be:lit:led unquestionable in theurban school system of to- morrc. All neu buildings in the Capital Program are being designed to accommodate the gradual evolution of a pattern of grace: organization based upon 7 years (pre-school, kindergarten, grades 1-4) in a lower school; .t years in a 'mane school (grades 5-b), and 4 years in a high school (grades 9-12).The probable long-term benefits of this system warrant its being the direction of the long-range Plan for School Facilities. Crowing national experience with ear13, childhood education has demonstrated the urgency of building a strong continuity between giving a child a "head start" and a 'follow through" in thefirst school years. This argues forcibly for a s. stern of facilities to make this possible. The proposedlower school is designed to achieve this. The legic of housing children in the in -between years (grades 5-8) in a facility designed fortheir special needs is growing in acceptance nationally and has shown extreme promise in starts already made in Philadelphia. The merits of a comprehensive four-year high school are perhaps the clearest of all.Demonstra- ble benefits will be afforded the teenager for all curriculum in the four grades will prepare specifically for the years after school. Preparation for the opening of new schools with new learning opportunities has been a subject of much attention by the School District this year.Early and systematic steps recently have been instituted to assure a well-staffed, well-organized program that is in keeping with the opportunities afforded in the new buildings.Instructional leaders are being named for new schools well in advance of their opening.Staff development funds are being allocated for the faculties of these units. In special cases, such as the ;13W magnet high schools (William Penn and West Philadelphia-University City), foundation funds have been allocated two years in advance of their opening to assure a realization of programob- jectives and facility potential.Citizen involvement is also being encouraged in preparation for new starts.

integration and Community Renewal The Plan for School Facilities is based upon efforts to bring about full educational opportunityfor the students of Philadelphia. Under the Plan the School District will seek locations for newschools that are likely to maintain or enhance racial integration in thelong run. This is frequently possible at the secondary school level; because of patterns of residence, it is often difficult to do at the lowerschool level with small service areas. During the past year, there has been growing tension between the goals of communitymobilization and renewal and the integration of pupils.This is most clearly seen at the lower school level.This plan is an effort to balance the pressing need for community development and the pressingneed for integration.It is an effort to find the delicate combination of these goals that will yield the greatestben- efit for all. An exhaustive rev iew of feeder patterns, steps to further develop theeffectiveness of the magnet school program, detailed development of education parks, a variety ofefforts to develop a decentralized administrative system, connections with universities and other institutions. all are effortsthat show promise of breaking down the artificial barriers behveen students and school communities.All will be further pursued in the years ahead. During the coming year, additional efforts to work closely with the city's private andparochial schools will be made in order to develop meaningful educatimal experiences for allthe city's children.This work is now guided by a joint committee. on Community Educational Resources,consisting of School District, Archdiocesan and independent representatives.An increased program of shared time is proposed, as arc continuance of many Federally-assisted projects that involvepublic, private, and parochial school. children. The School. District will continue to pursue allpossible contacts with

4 suburban school districts. A number ofdiscussions have been initiated this year thatWill hopefully lead to cooperative experimental programsinvolving both pupils and personnel. One new proposal in the Plan for School Facilitiesis the concept of the Parkway School: a newhigh school organization that wouldharness the combined resources of many of the City'scultural, civic, and industrial institutions in a uniqueeducational program to serve public, private,and suburban school children. Benjamin Franklin Parkway wouldbe its campus. Provided that the concept gainstheir acceptance, classroom space would be created inadjacent institutions.Instructors would come from the staff of the Franklin Institute, the Museumof Art, the Academy of Natural Sciences, cityand state Gov- ernment, and other nearby privateand non-profit enterprises as well as theschool system. Provided details call be worked out in full, a 1909 openingdate is proposed for an entry class of 600ninth graders.

Problems Facing the School Building Program Three major problems must be identified inthis, the third year of stepped-up buildingactivity: the difficulty of site selection, the continuing impactof cost increases, and the imminent needfor additional operating revenues with which tosupport the products of the building program. Despite increased efforts, the difficultiesof site acquisition loom as a major problemto be faced this year and the years ahead. The built-upnature of the city, high land values, relocationproblems, and, in a growing number of instances,sharp reactions by community groups, threaten toslow down the pace of the building program.The situation is not unlike difficulties facedin securing public housing sites. 1967 experience has led to afull-scale review of prevailing site standards; afull-year allowance for site :..,31ection and acquisition in schedulingall projects; and a diligent search for jointdevelopment opportunities in combination with other land usessuch as housing or offices. Recent bid prices for construction reflectthe inflationary conditions of a wartime economy.Cost increases in 1967 alone require an upwardadjustment of 6on all costs estimated inlast year's capital budget. For 1968, this is the equivalent of oneentire middle school. The effect of thistrend is to push back the scheduled completion of somehitherto scheduled projects. Other cost increases areattrib- utable to a 1% allocation toward art in all newconstruction, and better estimating proceduresderived from two years of experience in the designof new schools. The third and greatest problem faced by thebuilding program at this time is the uncertaintyof obtaining future operating revenues needed tostaff new schools in future years and to retirethe indebt- edness incurred by the program. This reportcontains a projection of the operating costimplications of the new program. For 1967 and 1968,the source of these funds is foreseeable,principally from the State Government. Beyond that date,the School District must remind the citizensof Philadelphia that new revenues must befound from local, state or federal sources. Theimpossibility of anticipating these funds is the principal reason why spendinglevels remain essentially unchangedfrom last year's program. Given enormousneeds and public clamor for a solution tothem, the School District has no intention of cutting back the scope of this year's program.If, however, substantial progress in locating new operating revenues is notmade in the coming year, the projected levelof capital spending will have to be adjusted accordingly. The ultimatedecision on this dilemma, of course, restswith the citizens of Philadelphia.

5 rt. rx 1 le fo? 111 ) -111-1 p ,upw 1010L r 111,,,, Ire 5BENJAMIN 1 s t rind Greenway B. COMEGVS Avenue SC1100L A. .;tent-444,16, AdditionCompleted April 1967 II. THE PLAN FOR SCHOOL FACILITIES Last year, the Plan was prefaced by the statement that "overcrowdingblocks innovation, makesa mockery of open enrollment, and prevents amore fluid assignment a pupils.This 3ear's experience, particularly in the City's high schools, has indicated thatovercrowding has even more detrimental effects.It leads to tensions, anonymity, and personal disorganizationamong students and teachers.It severely strains the very viability of the school system.

The aim of the Plan for School Facilities is to correct these conditions and to providea proper set- ting for educational programs to take place.It is to provide a frameuork for generating neededspace in an economic, well-conceived manner, sensitive to the addedstipulation that schools in urban centers must seek to extend the opportunity for all children to learn ina complete, realistic school environment.

This Plan has been developed to becomea component of the City of Philadelphia's Comprehensive Plan for Physical. Development. This requirementwas established by Section 12-307 of the Educational Supplement to the Lome Rule Charter, adopted bythe City's votersin May 1965. The Plan is also being submitted to the State Department of Public Instructionto meet the requirements of its Long Range Developmental Program.

A. SUMMARY OF PRESENT CONDITIONS The extent of the School District's space problemsmay be gauged from a review of several critical indicators:(1) the age and condition of existing structures; (2) thepresence of certain key physical facilities, such as play areas; and '3) the extent of overcrowding. Otherkey background informationper- tains to existing patterns of racial balance in the schools andsocio-economic patterns for the City of Philadelphia.

Age and Condition of Present Schools:Philadelphia's school plant is relatively old. When thecur- rent building program began, there were 64 schools,or portions of schools that had been built prior to 1906 and were non-fire-resistant in construction. Thatnumber will have been reduced to 54 by 1968. Elimination of the remaining buildings isan object of priority attention in the buildingprogram.For the most part, these schools tend to be located in oldersections of the city where overcrowding, low pupil achievement and de facto segregationare also concentrated.(See Illustration 1)

Another 67 schools, although fire-resistant in construction,will be more than fifty years old by 1975. Many will require extensive modification andimprovement to make them capable of serving future school needs: others, which cannot be satisfactorily modernized,will be replaced.

Site Area Standards: The site area standards inuse by the School District have been endorsed by the City Planning Commission. (Theyare described in a later section.) Inthe majority ofcases, these standards have been met under the current buildingprogram. However, a very serious question remains regarding existing schools. A recentsurvey reveals that the vast majority of these schools have severely substandard sites.In many cases, schools with small sites alsoserve studentpopulations beyond optimum size.In fully 75'7 of the cases, expansion tonear standard size would require the acquisition of private homes. The need for additionalspace for recreation, parking and general appearance is, therefore, complicated by the economic and socialcosts of relocation.

Overcrowding: Overcrowding is the most critical indicator ofpresent space shortages. No other figures indicate more clearly the job that lies ahead.As Table 1 indicates there are too many situa- tions in which enrollment far exceeds the existingcapacity of a given school.

Patterns of Racial Distribution in Existing Schools: With necessary integration a basic goal,existing patterns of racial balance in individual schools becomea consideration inconstructing a ILLUSTRATION 1

ELIMINATION OF NON FIRE RESISTANT SCHOOL BUILDINGS

36 !In 32 1g

1966 1967 196$ i3CS 1970 1971 1972 1973 1974

LEGEND xos FIRE IMMO MORSAMON IN SOURCE: SCHOOL FACILITIES u seraO ONE 30 OF WARM MA NAP No. 1

RACIAL BALANCE ANDCHANGE

OCTOBER 1966 OCTOBER 1967

* * * i X + ; + 4+ i x *4B + x + * .c: , I + 0x 1 :4 0 + * , * g 4. ox Jo sco xI i tt x

..,_ _47 * x sx , 4.'+ . :ic 4+ +x ox ox +++ ++ x + +__ x + x, +++ ++++ +/__4. x +x-- C., C/ 4' 34 + X X 6_\ ,i4t, oX 4 e + LEGEND

PERCENTAGE PERCENT NEGRO PUPILS POINT CHANGE OCT., 1967 x 1966 - 67

DECREASE TOTALS" 0 to 2930 to 7071 to 100

-6 or MORE 13 4 6 4h -1 to -5 59 x X * No change, or 102 less than 1 .4. + +

INCREASE

1 to 5 74

6 to 10 18 -;- * *

11 to 15 it 10 I 16 or MORE 7Jr. I I

TOTAL 276 88 60 128

SeURCE: OFFICE OF RESEARCH &VALUATION AND SCHOOL PLANNING meO2

SIO2SOS

a SOSO000

011026

a 112&SO, OOOOOO *SOSO110 a a1111.1 ASSSS O, OOOOOmog SSSSSSOOOOO ....- VOSS 211 OSO 600 SS al! S O2111, S AS S O011SOSO 00,:::: rmaash 0n... 41101116 MeSOS:1:: SS y411 am ONO OS01111 .2111 111, rilSOSO. Oases All :SOSO,'SOW MOM piiiime011S1146 all

V1111, A% 014 112021 errAn .21SOS . Aloft *ACM ,AI num, SSSSS i seareila, 4 .2SOSONSWAISSO.smomarespa se am ASOXSAllaSSO : aim6100AISIII // asommosat" A; rommusto SS SOSOS! MIAOW SS..,.," se m. grail:Iry 1,nu. LI 06. SS I a SOO ima 1111 a..:7111: Ampsormum Or .01116 : et:04100 OOOOOOO Inas 7 :031100, OSVI00 :!11111Pe :bsess/

OSS mom 011MS TABLE 1

OVERCROWDED SCHOOLS1 NUMBER AND PERCENT BY DISTRICT BY SCHOOL LEVEL 1967-68

District Elementary MiddleJunior High2 3 & 4 Year Senior High2 Vocational Higha No. No. rc of Total No. t of Total No. of Total No. of Total

1 17 657 3 75'7 2 1007 2 9 33 1 25 2 100 3 1 5 1 25 1 100 4 16 67 5 100 2 100 5 16 67 4 100 2 100 6 24 89 3 100 1 25 7 11 38 2 100 1 50 8 15 68 2 100 3 100

Total 109 547( 21 84`.1 14 787<

1.Special class centers are excluded.

2.Overcrowding at this le%el was measured by comparing the enrollment and the 'Normal Day' capacity. Many of these schools now operate on a multi-shift basis which expands the capacity of the school and reduces the actual overcrowding in each classroom.

3.There are no vocational high schools in Districts 1, 2, 7, 8.

Source: School enrollments used were "average number on roll during month" -- November, 1967 (Form E-15). Elementary school capacities used were the operating capacities for 1966-67 from Elementary School Capacities, (October 1967) adjusted a) to include in the 'kindergarten and above' capacity, the capacity of rooms allocated in that report for pre- kindergarten use and b) to take into account construction completed by 196,-68.Secondary school capacities used %%ere "Normal Day" operating capacities for 1966-67 from Secondary School Capacities, (February 1968) adjusted for construction completed by 1967-68. long-range plan.Map 411 shows the picture as of October, 1967.It reveals that 60 administrative units have a student population between 70 and 30 percent within oneracial grouping.School units ex- ceeding that number total 216.

Socio-Economic Structure of the City. Map #2 is a composite picture of current housing, employ- ment, income and educational needs.Published by the City's Community Renewal Program in 1967, it illustrates the need for overall renewal that faces Philadelphia and that isinseparable from a solution of school needs.

B. THE FACILITY GAP The Plan for School Facilities has as its primary goal theprovision of standard classroom space with all desirable auxiliary facilities for all children in theschool system. Within a system in which there is marked overcrowding, in which many buildings areobsolescent by virtue of age, and in which non-fire-resistant structures still house substantial numbers ofchildren, a large gap exists between this goal and the current inventory of standard classroom space. In computing the facility or space gap which the School Districtmust meet between 1969-70 (at which time many new schools now in construction will be ready) and1980, two important estimates were compared:

(1)The standard, non-fire-resistant, permanent space within thesystem. as of 1969-70 and expected to be available between that date and 1980;

(2)Student enrollment projections for 1980 and for intervening years.

11 MAP 3

FACILITIES GAP

(BY GRADES PRE K- 4, 5-8, 9 12 BASED ON COMPARISON OF 1969-70 PLANNING CAPACITIES WITH 1980 ENROLLMENT PROJECTION) AA 0

AAA A ii0

AAA 00 O. AAA AAA AA 00 lIl AAAA 0 AAA NOTE 0 THE SUB-AREAS DO NOT REPRESENT ANY REVISIOE OF DISTRICT BOUNDARIES. THEY FOLLOW CENSUS TRACT LINES SO AS TO AGGREGATE THE PROJECTIONS WHICH WERE CARRIED OUT BY TRACT GROUP. THESE AREAS WERE FOUND TO BE MOST CONVENIENT FOR A SUMMARIZING BOTH PROJECTIONS AND CAPACITIES. 0 Soo LEGEND LOWER AAA El MIDDLE A

HIGH

SOURCES: ELEMENTARY SCHOOL CAPACITIES, OCT., 1967: REPORT TO THE OFFICE Of DEPUTY SUPERINTENDANT FOR PLANNING SECONDARY SCHOOL CAPACITIES, FEB, 1968: REPORT TO THE OFFICE OF DEPUTY SUPERINTENDANT FOR PLANNING 1968 ENROLLMENT PROJECTIONS, 1970-1980, DIVISION OF RESEARCH The available capacity in 1969-70 has been used as a basefor computing the facility gap because many schools now well into planning or constructionwill be ready by that date.In addition, use of this figure gave comparability with enrollment projections for 1970. The facility gap represents the difference between (1) and (2) above. As indicated inMap *3, there is an estimated need for an additional 16 high schools, 30 middle schools and 20 lower schoolsby the year 1980, plus additions to many buildings. Whenschools in the 1969-74 proposed Capital Program are completed, the only outstanding need foradditional space will be three lower schools and two high schools.The high schools will be required only if a marked decline in the current dropout rate is realized. School Capacities- Standards were established this year byhich capacity has been measured in all existing schools on an individual basis. The planning capacity of a school represents a standard of space utilization at a timewhen all schools have closely comparable amounts of space for required functions.For lower schools, '-.11e method for allocating planning capacity is shown in the table below.

TABLE 2 LOWER (ELEMENTARY) PLANNING CAPACITIES

Planning Standard Size Classroom used for: Capacity

Grade classrooms 30 Kindergarten 50 (25/class; half-day sessions) Pre-kindergarten 40 (20/class; half-day sessions) Special Classes 18

In addition, for each school space has been reserved for various required facilities: general office, library or instructional materials center, infirmary or health suite,diagnostic and testing rooms, teacher areas, etc.In schools where such rooms haze not been especially designed, equivalent areas in classroom space have been reserved in order to build an equitable distribution of space use throughout all schools.This step was not taken in last year's plan and represents a major advance in estimating future capacity. Beyond these basic allocations, the number of rooms for general classroom use, for kindergarten, pre-kindergarten, special class and support purposes has been determined for each individual school, and rh, onthe previous across-the-board formula. The determining factor has been the total number of classrooms in a given school.For example, a standard of two pre-kindergarten classrooms (four half- day sessions) was retained from last year's plan, except for schools with less than 19 rooms. These were allocated one such room in order that the number of children attending pre-school would have room to proceed through the grades of that school. A similar allocation formula was employed for kindergarten, special class and general support rooms. The results are contained in a report entitled Ele- mentary School Capacities (October 1967), prepared for the Office of the Deputy Superintendent for Planning. For secohdary schools, where students move from room to room for classes, the capacities of the schools have been calculated by a different method.Essentially, capacity has been determined by the relationship between the number of pupil stations in the instructional area of the school and the capacity

13 of the school's pupil dinii41 ror each secondary school, therefore. capacity has been estimated as the ltsser of the folltzing: of the pupil staiions or ib) three times the school's dining capacity. An opt;rnum of 7..t.1 pupils per classroom has been used to determine the number ofpupil stations in all general classrooms.Details are contained in a resort entitltd Secondary School Capacities February 1ti6s), prepared for the 0111cc of the Deputy Riperintendent for Planning.

Student Enrollment Projections Pupil enrollment projections constitute a vital element in the School District's planning pt ogram. Not only is it necessary to identify short -run trends in current enrollments but long-term changes in the size and coinposition of the pupil population muctalso be projected. In the preparation of last year's capital program, covering the period 1967-72, the Board ofEdu- cation authorized a revise and critical analysis, by a firm of outside consultants, of theenrollment projection prepared jointly by the City Planning Commission and the Board in 1964. Based onthe consultant's findings, a re% iced projection produced an estimated 1980 city-wide enrollmentof slightly more than 300,000 pupils. But subsequent reNien and analysis of the nen figures indicated that the estimatedenrollments had an upward bias, introduced by the use of birth data for the period 1957-1959and 1959-1961. More recent data for the city shoe a steadily declining trend in total births and in the birth ratefrom 1900 through 196G. in the preparation of the 1969-74 Capital Program it was decided, therefore, to revise theconsul- tant's estimates on the basis of the more recent birth data. The net effect of the adjustment is to reduce the estimated 1970 and 1975 enrollment by approximately 4.5 percent and the 1980 estimate by 5.0 percent. The reduced figures represent not only the lower birth rates but alsochanges in the proportion of pupils attending non-public schools and recent changes in development patterns.(See Table 4-'3).

Grades 1 - 12 - For planning purposes, then, the revised 1980 city-wide public school total is estimated at 286,300 for grades 1-42, broken down to 103,300 in grades 1-4, 91,600 in grades 5-8,and 93,300 in grades 9-12 in 1980.Comparable figures used last year were a total of 302,000, broken down to 110,200 in grades 1-4, 98,100 in grades 5-8, and 93,700 for grades 9-12.Furthermore, lastyear's plan sought to serve only 81,200 high school pupils by 1980 on the grounds that today's drop-out rate would not have been substantially corrected by 1980.This year's plan accepts the full estimate but points out that the numhn of nen high schools required to support that estimate willdepend upon the success of efforts to retain eligible pupils through graduation.

Kindergarten Capacity and Enrollments Projections for kindergarten are difficult to make because attendance is voluntary. The orovision of space governs the number of children in kindergarten.It is the firm policy of the Board of Education to accommodate all children whose parents wishthem to attend kindergarten and, in the past two years, prefabricated and rental space has been used to expand the program. More than 25,500 children now attend. Not allof these children go on to attend the public schools. Tno separate estimates of kindergarten population in 1980 have been made and compared.Approx- imately 53'7 of all five year olds attended kindergarten in 1965. Applying this figure to the projectionof five year olds for 1980 yields a figure of 23,090, somewhat less than today's attendance levels. A second estimate nas made by estimating the likely first grade population in 1980 and by assuming that kindergarten population would be closely comparable.This method produced a figure of 26,000.The latter, or higher figure, has been used in preparing the Plan for School. Facilities.In addition to providing for 26,000 spaces in permanent facilities, an additional 9,500 spaces could be provided in1980 through continued use of remountable classrooms and space in certain underutilized schools.

Pre-School Capacity and Enrollments Like kindergarten, education of three and four year olds is voluntary so that future attendance cannot be produced with accuracy. In framing the Plan for School

14 TABLE 3

PROJECTED ENROLLMENT, 131 GRADE GROUP, BY RACE, 1970-1980

Grades 9-12 Total, Grades 1-4 Grades 5-8 Grades 1-12

1970

White 24,439 :':5,125 35,280 104,835

Non-white 59,070 54,750 45,995 159,815

TOTAL 93,500 89,875 81, 275 264, 650

1975

White 33,765 29, 815 37, 895 101, 475

Nora-white 63,225 56,725 52,100 172,050

TOTAL 96,990 86,540 89,995 273,525

1980

White 30,765 28,530 33,395 92,690

Non -white 72, 5'i5 63,119 59,950 195,635

TOTAL 103,340 91,64Q 93,345 288,325

Decennial change,

1970-1980

White -3,665 -6,595 -1,885 -12,145

Non-white +13,505 +8,360 +13,955 J-35,820

TOTAL .1,765 -12,070 -/23,675

Source; Office of Research and Evaluation, Department of Administrativeand Survey Research

Facilities this year, it has been assumed that about 207 of the 1980 grades 1-4 enrollmentwould attend pre-school and that this enrollment uould reflect the proportion of gradesenrollment throughout the city.Space for 21,000 pre-kindergarten children is thus allocated in the Plan inpermanent facilities. Today about 5,500 children attend pre-school classes in Philadelphia.Classrooms are largely in rented quarters. Continued use of rented quarters could expand thenumbers served in permanent facilities under the Plan.

Capacity and Enrollments Handicapped Children The special needs of handicapped children are currently under examination by a broad-based study team. The results of that study, due in July, 1968,

15 Es-rinvall IVNIJITGAIITEN ENROLLMENT

1t070 19%.0

5 year age group for entire City 13,000 Lxpeeted public kindergarten enrollment 25,000 26,000 Capacity in permanent facilities 10,400 26,000 Capacity in remountables 2,500 2,500 Capacity in underutilized schools 7,000 Total possible capacity (exclusive of rentals and conversions) 18,900 35,500

TAI3LE 5 ESTIMATED PRE-SCHOOL ENROLLMENT

1970 1980 3 and 4 year age group for entire city 82, 000 94,000 Capacity in permanent facilities 12,000 21,000 Capacity in Rented Space (now used for Get Set program) 5,500 5,500 Total possible capacity 17,500 26,500 will provide the basis for an overall plan formeeting the requirements of these children. Atpresent, about 10,000 pupils are being educated in specialclasses, either in regular school buildingsor in special school organizations.

16 Mr Pui vile lc' Oft 144 h ""41111 -,...2.1., t,; 1 .A.4.3,.., , 144/ ,-,-,...e." ...," Id{ '0 :V444firV0P3PV:PflP W 1111 V:* 1111;YE; 11.4 %'Y C .1 ii 1.14,, :..,,. f "!o*rTt.''''',-,/ .,...,*-- ; 4...... rt,,.,_._;,...,,,,,,...... ; 0 1 , Prailf1 °t`4"/"--"Irewilt4 , A. II .,,1 .4. rf. -, ? ',- 1,' I, "" Y - ,___1' ,) p MUM rt tei tir 04.1 1' A .4.t. li41k0. , , , re. j *41 WILLIAMTomlinson 'Road and I3ustleton Ave. LoESCHE NewCompleted March 1967 E. SPENCER MILLER SCHOOL Replacement 43rd Street and Ogden Completed June 1967 C. THE PLAN

In Part I of the Report, a statement of the oerall goals of the school system was presented.In the previous section, present and future conditions fated Ly the School District ha%e lien treated.fn this section, a Plan for School racilities is presented that is in Earn-lon: with those goals and that squarely addresses the attire requirements of the School District if it is to meet the facility gap.

Physical Planning Standards With a single exception (see next paragraph), the Plan this y ear is base4 upon physical planning criteria that have been jointly adopted h2. the City Planning Commission and the School District. These standards govern site area, size of student body, service radius, and play area. While most readily met in del eloping MI% sites, the same standards also guide improvement to existing facilities.In both cases, their application must take into account the costs, both economic and social, of displacing families and businesses in already-developed areas. Be accepting these standards, the Board of Education and its staff force themselves to make every effort to achime optimum conditions. Under the City Char- ter, the City Planning Commission is consulted before making final determinations. The one slight change in standards from previous years is the optimal size of middle schools, previously set at 1500 students. Experience in the design of some 7 middle schools this year indicates that 1650 is a more optimal figure in terms of space utilization and educational advantage. The figure assumes a breakdown of that student population into house units of approximately 400 students. Growing experience also reveals the extreme difficulty of meeting all criteria in all instances. This P3 particularly true in obtaining optimal acreage for new high and middle schools. In the years ehead, this is viewed as a problem of mounting intensity .For this reason, the School District is currently reexamining these standards, again in close conjunction with the city.Alternative patterns of siting schools are a key component of master plan studies now underway in several sections and of the three education park studies authorized in last seal's Capital Budget. Conservation of land, without ad- versely affecting educational programs, is their keynote. Joint utilization of recreation space with other schools and City agencies is being further pursued. Joint development of structures for school and other pu-rposes in actively under examination. When and if modifications in the current standards are proposed, they will be made the subject of public discussion before the Board of Education is asked to en- dorse them. In the meanwhile, efforts will consinue to be made to attain the adopted standards.

The Educational Basis of the Plan

The plan is also built upon a concept of grade organization: that is, how many grades gill be within a given administrative unit.That decision, in turn, rests upon educational considerations. The School District of Philadelphia has as a primary goal a high degree of individualized instruction, so as to serve the unique qualities of each student and, thereby, maximize his achievement. This thrust pervades the system's emphasis upon early childhood education, the growth of team teaching, the concept of an interrelated curriculum from grade 1 to grade 12, and the instructional materials centers which allow for a high degree of guided, independent work. All are steps that underscore the need to view the future assembly of space with the individual student - not the classroom - as the central unit. As a city-wide goal, a system of schools operating under the 7-4-4 pattern of grade organization is best felt to fit the spirit of this goal of individualized instruction. The plan is pointed in that direction although it is recognized that such a pattern will take shape only over a number of years as space is created. Under the pattern there will be lower school units housing pre-kindergarten, kindergarten, and the first four grades, middle schools housing grades five through eight, and high schools comprising grades 9 through 12.

19 TAI:LL: 1i; UNINLXICV (II' Pin.sicAL PLANNING Is" 'ANDANDS

t V:7,1);Elt t4IGIr 01r. 1.1..)b; N-rs ii '> AREA IX,DY I'Elt TYPE .,*!,1-11001. Maximum Opt imlun CLIViSItC(INI ,FERVICE It. %L1U KAY AREA

L.C11E,It141.71:001., 3 :Acres i Acres "K to I '2 mile 1-1Acres Grades: N-4 or :ti -t; walking distance KINDERGAICEN Nursery

INTERMEDIATE 10 Acres 20 Acres 1001) liZto 1'2 to 1-1 /2 mile 4 Acres of turf and C11001. Nut more than 1-1 /2 acres paved Grades: I /2 hour travel time for all-weather use 7-9

HIGH 25C11001. 20 Acres 35 Acres 1500 3000 I to 2 miles ,6 Acres of turf and 'Grades: 9-12 ar Easily accessible 1-1/2 acres paved 10-12 by public transit for all-weather use

Athletic Field: 13 acres

*Includes 40 pre-school and 0 kindergarten students in each of two half-thy sessions.

The Lower School-The School District's commitment to pros ide an early start for school children is seen in current efforts to provide kindergarten for all and to extend the program for three- and four- year olds which has shown such promise in the Get Set program. The common objective of both these programs is to afford a rich learning experience to children so that they can enter the regular school years with greater readiness to learn and adjust. The need for greater continuity between these programs and the primary grades has been documented in recent studies and is the present subject of nationwide attention.

In Philadelphia, both pre-school and Id.ndergarted programsare well beyond the pilot program level of commitment. The question is how best to meet thespace requirements of these programs. In the long- range Plan, the suggested answer is to provide space for pre-school and kindergarten classes in the same administrative units that supervise grades 1 through 4 rather than have them, as is now the case, as disconnected units in rented or portable space. These lower schools would then provide a framework not only for a meaningful head start but a successful follow-up. This goal is already in practice at the Hunter School in Kensington and the Morton and Patterson Schools in Southwestern Philadelphia. As space permits, more lower school units will be formed.

The Middle School- A growing body of evidence and expert opinion supports the ideal of a middle school for children between the early grades and high school adolescence. Once arguedas an alternative to the known inadequacies of the junior high school, the middle school is now clearly seen to have its own rationale. It is a school where learning to read begins to be replaced by reading to learn; where the social and emotional needs of today's faster maturing pre-adolescentsare given full recognition; where individualized instruction can be properly introduced through team teaching and specialization; and where exposure to career opportunities and choices can begin.

20 As a result of Starts made in 1t4tiG, the School District is currently operating two middle schools (Tilden and Colwell) and has completed design for the first new middle schools (the Benjamin Rush School in the Northeast and the Clarence Pickett School in Germantown). A constant stream of visitors to the existing schools is evidence of growing interest in what they are doing; the steady increase of local parental interest in the middle school is another indication. To make sure that these starts are successful ones, the School District continues to have the middle school program under continuing research and evaluation.

The High School - The arguments advanced for the middle school are given further support v.hen related to the generally agreed-upon advantages of a four-year high school. The four-e.ar high school offers the opportunity and depth of instruction for the student headed for college and career; it permits the fuller use of certain specialized facilities such as laboratories, machine teaching and large-group instruction; finally, it would allow for a greater emphasis on career development, including occupational information and some work experience.

It is again emphasized that the proposed pattern of grade organization w ill take many years to achieve and may never be totally effectuated before still newer ideas call for fresh approaches. Never- theless, the 7-4-4 pattern is accepted as the best basis for construction of this plan andone against which progress can be continually judged.

Design Criteria to Meet Educational Requirements Design criteria are prepared for each new school in order to translate educational goals into spatial and architectural terms. Each building included in the Plan for School Facilities is based upon advanced concepts of school design, developed by a team of School District perkmnel, supported by nationally recognized consultants.Before a start is made on a new building, intensive efforts are made to anticipate the educational program that will take place within it. With every new building, lessons are learned and, therefore, the design criteria continue to evolve year by year. Maximum future flexibility is the keynote of a large construction plan and the primary factor underlying prevailing building criteria. Flexibility is essential to assure that buildings designed todaymay be easily adapted to the curriculum and teaching techniques of the future. Economics in constructionare achieved by compact design, wise selection of building materials and drastic reductions innon- educational spaces such as corridors and boiler rooms. Efforts are continuing to bring to the City the best results at least cost. The feasibility of building schools with systematized, pre selected components has been initially explored with the assistance of the Educational Facilities Laboratories, Inc. Current work in education park planning is also ex-plo ing economics in both time and money that can result from a systems approach to school construction. Design Criteria The following design criteria have been incorporated into all new facilities planned by, theSchoolFacilities Division.These criteria have withstood continued review and evaluation. 1. MAXIMUM FLEXIBILITY Today 's trends in staff utilization and teaching techniques have implications for interior space allocations and their arrangement. One consistent trend is toward varied grouping of pupils in order to tailor the course of instruction to the individual student. The design of such flexible spaces is a challenge the School District presents to its architects. Classrooms arranged in clusters with open space between them make it possible to form instructional groups of varying size for differing educational programs. Team teaching is greatly facilitated through the arrangement of clusters which encourage teachers to confer and plan their teaching time as well as to utilize their individual talents.

21 Compact building design greatly assists this pi mess. A !milling that contains a minimumof permanent interior walls can be made more readily adnited io educational changesof the future.

PROVISION FOR VARIABLE GROUP INSTRUCTION Four basic classifications of space are revired hem, f:iciliticE to accommodate the educational program:

a.General purpose classrooms designed to accommodate approxiir ately 25-30 students each. These spaces should be grouped together in complexes of four or it ore classrooms. b.Large-group lecture rooms to accommodate activities carried out in groups of 75-150, such as illustrated lectures, special demonstrations, testing, presentation by guest Lpeakers, televised lessons, and motion pictures. c.Seminar spaces to accommodate 10-15 students and ateacher engaged in in-depth exploration of concepts, analytical discussio s, conferences, reporting and panel discussions. d.Laboratory spaces to include groupings of students of 24-28 for courses in science, shop, home- making, business, etc.

3. PROVISION FOR CENTRAL INSTRUCTIONAL MATERIALS CENTERS IN EACH SCHOOL The instructional materials center serves in many ways:

1. As a learning center for libraractivities; a reading room for required reading, research and reference projects. 2.As a resource center which contains professional material and supplies for teacher use. As a materials center which houses all types of audio-visual materials and equipment needed for good teaching and productive learning. 4.As a location for independent study and research by both pupils and teachers.

Through the use of a ssealth of selected materials in both printed and audiovisual media, pupils can be expected to secure both depth and breadth of information, discover perhaps new hobbies, be stimu- lated toward eider recreational reading and pursue independent investigations in scientific, historical, mathematical and kindred fields. The s err design and appearance of the instructional materials center and its learning environment should be an in iting, appealing and challenging area zoned for differing functions andconducive to serious study and reading.

4. PROVISION FOR PROFESSIONAL PLANNING ACTIVITIES Instructional of:ices are pros ided as the focal point of each cluster of classrooms. The office is conceived as open space subdis ided 1)furniture, bookcases and movable partitions into semi-private enclosures for each tsso staff members. In addition, an office for the department head is provided, and a conference room available for team planning or teacher-studentconferences.

5.PROVISION FOR SPECIALIZED TEACHING AREAS IN ALL SCHOOLS Separate teaching areas for art, choral and instrumental music, science, mathematics and physical education are provided in all lover schools to facilitate instruction in these disciplines.In addition to highly des eloped facilities for the above disciplines, the middle anI high school also contain laboratories for practical arts, vocational and industrial education, and commerce.Further, little theaters are specified in some lower schools to enhance instruction in dramatics, interpretative reading, and similar activities.

22 4;, Mt( IS14 141R ct NITY I. SE 41' PLANT The multi-purpose rooms, g.trnnasium-recreaVJu roo.il, the instruetit nal materials center. in- strument41 and choral music room, and conferenceroom are planoed for use bt the community as veil as for school purposes. These facilities. together v. ith nearbvii en's. women's, bovv,' and girls' toilets are provided with means for isolation from the balance of the building.

7.PROVISION FOR KINDEliGARTEN AND PRE-KINDERGARTEN FACILITIESIN LOWER SCHOOLS in order to accommodate the proposed 7-4-4 plan of organization, specialized facilitiesto house kindergarten and pre-kindergarten programs hate been specifiedin all lower schools. Although initially some new schools will open as K-G elementary schools, these buildingscan easily be cons erted to ac- eommo1ate programs for younger students when the organizationalplan is fully implemented.

8. PROVISION FOR FOOD SERVICE IN ALL SCHOOLS Facilities for food service have been specified in allnew schools.These facilitic s will augment a compr "hensive city-wide school food services plan.

9.PROVISION FOR COMPLETE THERMAL, ACOUSTICAL, ANDVISUAL CONTROL The physical environment ofany school building helps shape its educational efficiency.Research indicates that proper control of the thermal, acoustical, andvisual environment will enhance the teaching-learning process.

a.Thermal Environment Health, confort and efficiency can be impared bysuch factors as high and low temperatures, too much draft, high humidity, stale air and obnoxiousodors. A proper thermal environment is obtained through adequately controlled mechanicalventilation with heating andcooling agents. b.Acoustical Environment The educational opportunities lost because ofunwanted and uncontrolled soundsare often re- vealed by restlessness, distraction from thelesson at hand and often timespoor behavior. Sound control measures such as carpetingand ceiling treatments are being used in allnew schools to meet varied requirements.

c.Visual Environment Proper lighting, the reduction of glare, and decorationthrough the use of soothing and relaxing colors have a positive effecton people both physically and psychologically. Visual comfort is and high brightnesses from lightsources. A good visual environment can improve the rate and quality of learning.

10. PROVISION FOR THE LATEST IN ELECTRONIC,INSTRUCTIONAL AND COMMUNICATION EQUIPMENT Provisions in new construction is made for the following:

a.A complete, fully-integrated instructional televisionsystem with capacity for both open and closed circuit broadcasts. b.A one-way public address system with capacity forall calls emanating from the general office area. c. t signal and tone system with automatic program. The control panel forthis unit is generally located in the general office.

23 d.A master clock a n d control system which is installed in the general office under thesupervision of the switchboard-receptionist. e.A fire and disaster alarm system. f. k telephone intercommunication system for verbal communicationsamong and between the major areas of the school plant.

g- Outside access public telephones which are installed in each instructional office, in thecentral offices and in certain auxiliary and service spaces to enable personnel to make outside calls.

Internal Space Standards- In order to conform to the minimum space standards of the State Depart- ment of Public Instruction, upon which reimbursement is based, and in order to meet the localizedcur- ricula needs of the children of Philadelphia, the following maximum space allotmentsare used in the design of new schools:

Lower schools - 88 square feet per pupil Middle schools - 110 square feet per pupil High schools- 120 square feet per pupil

In addition, architests must restrict non-educational space toa point approaching 25% of the total architecture area. * Studies conducted this year by the School District indicate that these standardscom- pare favorably with construction across the country. New Philadelphia lower schools have a higher space allocation than the majority of the nation's schools because of the premium placedupon early childhood education and, thus, the space allocated to pre-kindergarten, kindergarten,music and art, science and the instructional materials centers.In °tiler words, higher than average space allocations directly reflect an operational goal of the system. Middle and high schoolsare being designed to closely approximate the national average per pupil.

With these space standards in mind, the following student capacities have been developed.OPTIMUM capacities are those that will be achieved when the building program catchesup to existing overcrowding and increased enrollments. 'MAXIMUM capacities refer to numbers thatmay have to be absorbed in a facility until the program gains momentum. The maximum figuresare shown only to suggest the prospects to be faced until the building program is completed.

Pupils per Class Optimum Maximum 1.Elementary Schools

Classrooms 30 39. Small Classrooms 10 19 Educational improvement Program Classrooms 30 30 Kindergartens 25** 35** Nurseries 20** 25** Optimum number of students per school 960

*Non-educational space is defined to include: 1. boiler rooms, 2. walls and mechanicalareas, 3. stair- cases, 4. corridors and passageways, 5. receix ing areas, 6. kitchens and storage, 7. custodialareas, 8. toilet rooms, and 9. elevators. **At each of two sessions

24 Pupils per Class Optimum Maximum

2.Secondary Schools

Classrooms - Laboratories- Shops 25 30 Gymnasiums 50 '75 Choral - Instrumental Rooms 75 75 Large Group Lecture Halls 300 300 Optimum number of studentsper school 16,i0 3000 (middle (high school' school) 3.Special Schools

Retarded Educable 18 18 Remedial Disciplinary 18 18 Retarded Trainable 12 12 Hearing Handicap 8 8 Visual Handicap 12 12 Orthopedic Handicap 12 12 Emotionally Disturbed 8 8 Blind 10 10 Special English 25 25

The Elements of the Plan

The application of physical, educationaland design criteria to the Plan isbest grasped by describ- ing each type of facility and bysummarizing the requirements of the Plan.

Lower Schools These schools are planned foran optimum of 960 pupils (assuming pre-schooland kindergarten childrenon double sessions) and are to be builton sites of three to seven acres, depending upon the population and building intensity ofthe area in which each site is located. Kindergarten space is providedin each lower school.Half-day sessionsare assumed for each room of twenty-five youngsters.In addition, two classroomsare reserved for pre-school use. Ca- pacity is figured on twenty childrenper room, and half-day sessions. As alreadyexplained it is dii- ficult to anticipate demand for these programs per school.Full provision of a minimum site ofthree acres plus a design standard that permitsflexibility and allows for 25% expansionmakes it possible to consider growth of theseprograms if required.

25 ILLUSTRATION 2

THE TRADITIONAL LIBRARY IS REPLACED BY THE INSTRUCTIONAL MATERIALS CENTER, WHICH IS DESIGNED AS THE CENTRAL FEATURE OF THE HEW LOIs._R SCHOOLS. (THE ANDREW HAMILTON SCHOOL, 57TH AND SPRUCE STREETS, DESIGNED BY GARNER AND WHITE, ARCHITECTS).

The reproduced copy of this Aap/drawing LADD. PLAN may be such that legibility is questioned. We feel the total document to be of sufficient importance to reproduce, taking this fact into consideration.

MMIS

.1M S AMSOOMS

MML

3014119iM MftM

SECOND FLOOR PLAN -N

The grounds of lower schools kill meet the recreational needs of younger children. They will provide off-street parking for the school staff as required by City ordinance. Community use of the school during after school hours will be anticipated. Tne Plan also provides for w hates er improx ements may be needed to meet these standards in existing schools that arc needed for long-term seniee. This will require alterations and site expansion in many instances.

Middle Schoels (Junior High tn. Intermediate Schools) In the Plan, great emphasis will be placed upon the construction of middle school space. New schools are planned and more will beconverted to this purpose by MO. when complete, these facilities will house children in grades 5-S. Middle schools are being planned for an optimum population of 1650 pupils. Suggested site area is 10 to 20 acres, depending upon the density of the arca.Play areas will permit a full range of organized play, plus after-hour usage by the community. Required off-street parking will be planned. All new middle school buildings are being designed so that small, workable groupings of students become the units for instruction.Each house would constitute approximately 400 youngsters who would have their own team of instructors and their own instru Ilona' area of the building. A house might consist of all fifth gradcrs or some combination of grades. The purpose of the house plan is tocontribute to an individualized program of instruction. firer Illustration -ni USTRATION 3

THE MIDDLE SCHOOL HOUSE, AS PLANNED FOR THE NEW AUSTIN MEEHAN MIDDLE SCHOOL, LINCOLN HIGHSCHOOL SITE, NORTHEAST PHILADELPHIA. THE ARCHITECT IS JOHN SHAVER.

The reproduced copy of this map/drawing may be such that legibility is questioned_ MIDDLE SCHOOL We feel the total document to be of suf- HOUSE COMPLEX ficient importance to reproduce, taking this fact into consideration.

High Schools Nigh schools housing grades 9 through 12 range in size froma minimum of 1,800 to an optimum of 3,000. Optimum site area is from 20 to 25 acres, again dependingupon density. The sharing of outdoor athletic facilities is deemed desirable and will be influenced by thesite and the proximity of other high schools.Site acquisition problems will be most difficult at the high school level.Sites will, therefore, be selected as a rule in less densely settled sectors. This is consistent with other planning objectives.It enables the school to draw from broad population areas.It may in the future permit the school to serve students drawn from elsewhere in the metropolitanarea.

Plans for all new high schools are based on the conviction that the impersonal qualities ofa large high school must be eliminated. A more intimate humanized organization is being sought.This is being done by breaking the school into several "houses. " By decentralizing asmany functions as possible, - dining areas, teacher offices, individual study areas, humanities classrooms, and counselingoffices both the student and faculty member will become part of a more personal learning unit.By continuing to centralize laboratories, food preparation areas, gyms and other space, the advantages ofsize are not forfeited.(See Illustration 4) The house plan makes it possible to provide facilities for large student bodies and still keepthe life of the School, for both student and teacher, at an intimate human scale.(A typical house in the new William Penn High School, Broad and Master Streets is shownon the following page. Architect: Mitchell and Guirgola. )

27 ILLUSTRATION 4

TYPICAL HOUSE IN THE NEW WILLIAM PENN HIGH SCHOOL

HOUSE PLAN The reproduced copy of this map/drawing may be such that legibility is questioned, We feel the total document to be of sufficient importance to reproduce, taking this fact into consideration.

-< C.-r!..1

Community Schools All schools in the system are potential community schools; that is, they are avail- cl'e for after-hour use by student and adult as funding permits.In new buildings, special zoned heating and air conditioning and separate entrances are among details designed to facilitate community use. Four existing elementary schools now operate as community schools and are open for intensive use with Federal assistance. These are the Childs (17th and Tasker), Ludlow (6th and Master), McMichael (35th and Fairmount), and Locke (46th and Haverford) Schools. A fifth community school is represented by the new Hartranft School (8th and Cumberland) which will open in the fall of 1968. Here, Federal funds will augment School District funds to create a first truly comprehensive community school with a community-operated neighborhood facility across 8th Street from The school itself.More than $2,000,000 in Federal funds have already been allocated to this community program which is unique in the nation. The subsequent development and distribution of comprehensive community schools will be based upon plans now under preparation as part of Model Cities planning efforts.

Magnet Schools A magnet school is one thatis especially strong in a selected learning area (e.g., science, the humanities, business and commerce), or in certain instr uctional techniques (e.g.,team teachh-ig, computer instruction). These schools draw a majority of their pupils from the immediate area; others are chosen city-wide, not necessarily for ability, but for exceptional interest in the school's field of specialization. The student so attracted is fully absorbed into the regular life of the school. At present, magnet high schools include: Overbrook (art, music, and scholars), Bartram (commerce), Northeast (space sciencee), and Germantown (go% ernment-human services).Conwell and Tilden are magnet middle schools v.ith strong offerings in team teaching and individualized learning opportunities.Morton, Hunter and Patterson are magnet lower schools. The acute space shortage has markedly restricted the intake of students in some of these programs. Provision of interim space to consoli- date initial successes was a recommendation in lastyear's program and has resulted in relief for North- east and Bartram High Schools. Ta o nigh schools under design ha..-e been designated as magnet schools: West Philadelphia-University City (science and mathematics) and William Penn (communications). Intensive work is now underway to develop these inswuctional programs through a grant from the Carnegie Corporation.Special staff are being assigned to each by the Office of Innovative Programs. Close university, business and community contacts have been established. A magnet program in foreign languages is now under e..xploralion at South Philadelphia and Bok Tech- nical-Vocational Schools and will ba developed in existing space within the next year. No additional magnet programs are designated lathe Plan at thistime, pending continued evaluation of the program, the relief of severe overcrowding throughout the system and theavailability of additional operating revenues.

Facilities for Handicapped Children- The School District currently pros ides facilities for some 10,000 handicapped and retarded children.Programs arc available for the retarded educable and trainable; disciplinary cases, children with hearing, visual and physical handicaps, andsome with emotional dis- turbances. By recent Board policy, handicapped childrenmay continue in these classes until they are 21 years old. In January 196,8, the Board of Education authorizedan intensive, six month examination of its programs dealing with handicapped children. The goal of that study is to examine the School District's approach to the education of children }ith physical, emotional and intellectual handicapsand to pursue such questions as whether or not these children should be housed in regular schoolsor trc ated in special centers. The study is being conducted by school staff supplemented by national experts from such fields as social work, occupational training, psychiatry, as well as education itself.The report is due in July, 1968, too late for inclusion in this Plan or the 1969-7.1 Capital Program. Pending completionof a total plan, an unspecified allocation for special education facilitiesappears in the Capital Program.

Intensive Learning Centers Located in the Innbvatix e Center at 5th and Luzerne Streets, the first intensive learning center will open in September, 1968.It is designed to harness the talent of many disciplines to provide effective learning opportunity to the child unable to make normalprogress in basic skills over an extended period of time. The center will apply the best known techniques andtechnology to an individualized program of instruction for pupils assigned to the center fora period from three months to one school year. The center a ill serve students drawn from surrounding schools.Every effort would be made to return the referred student to his regular classroomas quickly as possible. Evaluation will accompany the demonstration project andpros ide a basis for subsequent elaboration in the Plan.

Athletic Facilities All new schools in the Plan u ill be designed to provide for both outdoor and indoor physical education facilities in keeping u ith space standards der eloped jointlyu ith the City Planning Com- mission. Because of the large areas of land involved. joint use, particularly of high school stadia,vs ill be arranged wherever possible. Plans for athletic facilities are closely coordinatedvs ith the City Recreation Department in order to maximize joint utilization and, in some instances, to permit joint financing uith the City.In 1967, as one example, a formula for sharing the cost of an indoor suimming pool uas worked out in a plan for Sayre Junior High School in West Philadelphia. Such indoor poolsare planned as part of a number of new schools according to a Comprehensive Plan for Shimming Pools issued by the City Planning Com- mission in January, 196s.Other recent examples include a total plan for recreational and physical education for Gratz High School, Gillespie ,lunior High School and the Nicetown -Tiogacommunities, and the Master Plan for Northwest High School, The Awbury-Nolan Tract).

in budgeting for an athletic plant, regular facilities are included in the construction ofa rIelt school te. g.4mnasium, recreation rooms, outdoor play area).Stadium projects and other large projects, including swimming pools, are handled in a separate account. A master schedulefor completion of these latter projects has been drafted Isy the Div ision of School Facilities and ison file in its offices.

Instructional Materials Center (Lib cries) The Instructional Materials Center IIMC I, lies at the heart of modern instruction. Such a center is planned for allnen schools. At the same time, steps are being taken to provide adequate space for the housing of such installations in existing schools.

29 In 1911 the St-11po1 lih contlueted a surte. tall t \istinschools to determine their library needs.This sum ey Lased on State v.inimum requirements el oh ed into:

A prL.gram to pros We, by mean~ of interior cons ersion, adequate libraries in schools not has ins library faellites. A program to improve substandard libraries by means of interior expansion. A program to pros ide library additions for schools u ith $ubtztandurd libraries or for schools without library facilities.

As a result of the above programs, all secondary schools in the Philadelphia Board of Education hate libraries meeting State space requirements. All elementary schools in the Philadelphia Board of Education will hate a library meeting State requirements by the end of the 1968 budget year. The 1967 budget pros ided for fifty-two 452) library cons ersions, expansions or impros ements. Much of the design for this work has been completed and construction is scheduled to be completed by the end of the 19GS budget year.This budget has also pros ided for fourteen i14 library additions for which the architectural design has been completed and full occupancy should be achieNed by July of 1965. It is anticipated, during the 1965 budget year, that nine 49) more library additions of the same design as mentioned altos e st ill he constructed and existing library improvements will be pros ided as additional space becomes available. At the present time the library improvement programs outlined above are being increased in scope to pros ide for each school in the Philadelphia Board of Education not only a library of State minimum size, but an Instructional Materials Center with all its valuable educational aids.

Alterations and Improvements The Plan for School Facilities, must contain a plan for alterning, impros ing and maintaining existing school facilities.This is necessary to assure the utility of these structures oser the passage of time, and to avoid the obvious hazards of deferred maintenance.It is also necessary, through modifications, to keep the school's facilities in pace with modern educational needs. A portion of such improsement costs is short-range and therefore charged to the operating budget. However, there is also a large alteration and improvement program, chargeable to the Capital Program. ThiS program is based upon a plan which is revised each year by the Division of School Facilities. In the past two years the Plan for Alterations and Improvements has resulted in: Numerous expanded and converted library facilities into instructional materials centers. Many new and modernized kindergarten facilities in existing schools. The major modernization of the Vare, Cook, Jones, Penn Treaty, Barratt, and Tilden Jr. High Schools, the Gratz and Kensington High Schools and the Birnev School.

4 Extensive facilities for T. V. reception in every classroom, including facilities for C. C. T. V., in 142 schools. A Technical Center, converted from a garage, for West Philadelphia High School. A comprehensive Automotive Maintenance Center, converted from a garage, for Gratz High School. Art rooms in approximatey 29 elementary schools by the conversion of classrooms and other spaces. The following factors determine the order in which school facilities are scheduled for alterations modernization and maintenance. Age and condition of building Projected length of service

30 Cost of niudernivation as vompared to replacement cost .Sultability for current and future educational programs Schools revel\ in Lused-in pupils possible immediate need to provide cafeteria services, facilities for additional administrative services, etc. Changes in organizational structure and resultant administrative needs Unexpected mechanical and structural breakdowns

The following list indicates typical improxements which are to be found in the present plan foral- terations and improvements.

1. Replacing and increasing electrical services. 2. Converting or replacing heating systems. Replacing windo%.s, frames and exterior doors with reduced maintenance type materials. 4. Repiping. 5. contract maintenance items such as painting, resurfacing of yard or outdoor recreation areas, sLek repairs, flag pole repairs or repliicement, roof repairs or replacement, etc. 6.Modernizing and increasing toilet facilities. 7. Improving and increasing drinking faciliites. Replacing and expanding the communications system (telephone and public address) and the clocks and program system. 9. Relighting. 10.it. ,oustical treatment weilings in all teaching, administrative and corridor areas; carpetingin selected areas; and baffle treatment in g.Tmnasiums and recreation rooms). 11. Com erting present classrooms and other areas to provide the properenvironment for current and experimental methods of instruction (Large and small group instruction, electronic program originating stations, multi-use of an area). 12. Providing needed storage facilities. 13. installation of emergency lighting and external security lighting. 14. Provisions for off-street parking. 1. Expanding and modernizing administrative suites. lfi.Installation of air conditioning where temperature controls are a problem. Examples of such areas are auditoriums, administratix e areas, choral and instrumentalpractice rooms, com- puterized learning centers and instructional materials centers.

The Education Park The education park is a relatix ely new concept of urban schooling that Com- bines the quest for educational quali4 w ith a concern for integration and a prospect for achieving economies in construction.The park seeks to cluster educational facilities on a common, or interconnected site and provides for sharing of facilities, supporting sera ices, faculty and administration. Three possible applications of the education park concept were authorized fordetailed study by the hoard of Education in its 1967-6s Capital Program. These studies were an outgrowth of a feasibility report prepared by the Cords Corporation in anuar.x, 1967. Work on these threeproposals has been underway In teams of educators, architects and planners for the past sex eral months.Planning is con- eerned, first and foremost, with educational advantages and, secondl , with physical design. Extensive

31 ILLUSTRATION 5

A NEW HIGH SCHOOL AND TWO MIDDLE SCHOOLS, TOGETHER WITH COMMUNITY RECREATION, AS EXISTING CHILD STUDY CENTER, AND A TENNIS CENTER WOULD OCCUPY THISSUPER BLOCK IN NORTHWEST PHILADELPHIA UNDER A MASTER PLAN DESIGNED BY JOHN WARNEKE AND GEORGE EWING, ASSOCIATED ARCHITECTS-PLANNERS_

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The reproduced copy of this map/drawing may be such that legibility is questioned. We feel the total document to be of suf- f 'ent importance to reproduce, taking s fact into consideration. communit:, imoheinent in th titlhatit)11 of flit CiintintI tti :stnight.Federi.1 and foundation funds are being :..sed stvport this The three proposed edueation parks under study are: Northwest Philadelphia. An educational master plan for the Awbur3 -Nolan tract bounded by Wash- ington Lane, Ardleigh Street, 'Lines Street and Stentor. A.emte, has recently been completed.This proposal calls for the possible location of a new high school and two middle schools on a tract of some U.5 acres, together IA ith extensile community park and recreational areas to be detelOped by the City of Philadelphia.The Menton Child Care Center ?Amid continue to occupy a portion of the campus area. The proposed new high school will be linked for administratit c and instructional purposes with German- toun High School.It It ill prox ide a four year program of excellence for the children entering it from the middle schools of Northwest Philadelphia.Plans for the articulation of these schools are already underu ay by a planning team supported by Ford Foundation funds.Community in oh ement in the planning, which began uith selection of the site for the new high school, u ill continue throughout the ex olu- tion of this new cluster of schools.(See Illustration ,--5) North Central Philadelphia: Last year, this park possibility was conceit ed as an education boulevard along North Broad Street, closely tied to ;planning for the Model Cities program and with new administration and educ:4tional programs designed to decentralize. the city's schools. Now well underway, this study has been expanded into a comprehensit e examination of school facilities to sery e the children of north central Philadelphia. While not completed in time to dictate project selection in this year's Capital Budget, it will do so in the future.The study represents a key contribution by the School Dis- trict to the ox erall planning for the Model Cities area and is being done in closest cooperation with City agencies and the Area Wide Council, the community organization assigned responsibility for Model Cities planning. Key objectives include: new ways of relating schools and other community facilities, a bank of future school sites, opportunities for joint development of schools, housing, industry, etc., and the feasibility of locating schools along the Broad Street corridor or along east-west arterials such as Col- umbia Avenue. From this initial study, it is hoped that promising new approaches to schoo: construction and new physical planning standards will result. Eastern North Central Philadelphia (Front Street Lehigh Avenue Area): Making the school a key force in community renewal is the theme of this project which seeks to build on the experience of the Hartranft Community School and the high level of community participation already existing in this quad- rant of North Philadelphia by v irtue of the Federally-supported Neighborhood Services Program. The study area covers the bulk of District 5 west of Front Street.Its major emphasis is upon the development of a community cluster of lower and middle schools. Economies of construction are being studied by the architects and planners; so, too,are the possibilities of breaking down larger schools into component parts that can become fully integrated into their neighborhoods.Prospects ft-A-- increasing racial and economic integration are being examined in detail. Detail plans for the latter two education park proposals are anticipated in the late spring of 1968. They willbe carefully reviewed withcity and community agencies before being incorporated into the Plan for School Facilities and into the School District's Capital Program. Application of the park concept elsewhere in the city will be examined in the light of these plans. Other Planning Studies: Refinement of the current Plan or School Facilities is a continuing process.This year, a number of efforts have been undertaken to subject general concepts and plans to more intensive examination in light of the developing goals of the school system. In 1967, the School administration asserted its commitment to a meaningful decentralization of schools throughout the entire School District.This stems from a firm conviction that greater autonomy at the local level will yield a greater degree of community and parental involvement in the schools. It is an idea first expressed in last year's proposal for a Model School District. Intensive studies of the costs and techniques of decentralization are currently uncle/ Several current studies in olving facility planning complement this effort. One is a master plan nobeing made

33 of the schools of the Eastwick area. While plans are already laid for a high school and middle school in Eastwick, a number of additional school requirements are faced in the future development of that growing city within a city.For this reason, educational planners are now v orking with city officials to develop an overall plan for the future of that area. A planning coordinator has already been named to help to direct these efforts.

While not linked to administrative or educational Custering, a total plan for the development of the Lincoln High School tract in the Northeast i. nearing completion,it will serve to lay out a plan for educational and community recreational use. A similar study was recently completed for th"ratz- Gillespie-Tioga-Nicetown area.

Administrative Facilities - included in this categor3 arc central and district headquarters, warehousing and transportation terminals, and other facilities required to sera ice the system's growing number of instruction units.

During the pre.3ent year, a transportation -ex-% ice plan was made and early steps taken to implement that plan.Based upon recommendations made b the Pennsylv ania Economy League in a 1967 report, the plan calls for a transportation management and repair center and thr.!e outlying storage-repair points. Acquisition of properly at 2600 North Broad Street has met the requirements for the transportation center and use of School District-owned propertv at 46th and Market Streets has satisfied the need for a bus storage point to sm.. ice West Philadelphia.The plan calls for two additional storage areas, one in Northeast and one in Northwest Philadelphia.

The plan for warehousing calls for development of the School District's central warehousing facility at the Kennedy Center, 734 Schuylkill Avenue. This move is expected to begln in the summer of1968.

In September, 1967, a consultant's plan for meeting space needs of the School District's central administration building was completed. Long-term space needs were cons erted into a number of alternative building plans. At this writing, no final decision has been reached with regard to where additional space should be provided. Against today's demands for classroom space and current efforts toward decentralization, however, the priority of providing new central office space has been given a relatively low priority.Daring the coming year, a final decision on central office space needs w ill be made in closest cooperation with the City, neighboring institutions and the Logan Square residential community.

Ai part of its commitment to decentralization, the School District is recommending this year a plan for the location and development of District offices.Transfer of additional staff to field locations will soon tax existing offices located in school buildings. Coupled w ith the current classroomshortage, it is proposed, therefore, that existing district offices be relocated to points of high accessibility within their service area and be placed in existing commercial properties preferably purchased for that purpose. Such a plan will free approximately 1500 existing classroom spaces, many in overcrowded schools; will permit the flexible future expansion of district offices; will place these services close to the heart of each district; will contribute to the stabilization of business and commerce in many of these locations; and will be in keeping with a possible development of more districts in the years ahead.

34 Integration and Community Renewal .1 commitment to quality integrated education isa 'Aey goal of the School District's long-rang planning. The events of the past year hate been carefully ueighed in updating the Plan presentedin support of last year's build;mg program.It is the considered ieu of the School District that that Plan continues to set a valid and operable direction for school construction for theyears ahead. The Plan this year is thus unchanged in its endorsement of the statement "that children whoexperience their schooling along with children of different racial, ethnic, and economicbackgrounds a ill be best equipped to live useful and satisfying lives in the America of the 21st Century." That conviction is based not only upon the t. S. Office of Education'sEquality of Educational Op- portunity Survey and the Civil Right Commission's Racial Isolation in the PublicSchools, but by ob- servable local evidence as well.Taken together, the eidence makes mandatorya central role for the schools in breaking the cycle of poverty and alienation.It points sharply to the need for community- wide, coordinated efforts to end de facto desegregation andto create in its stead a Philadelphia of op- tions and opportunity. The Plan for School Facilities has thesepoints clearly in mind as it faces the facts and the mood of the city today. ry 1980, straight-line population estimates indicate thatPhiladelphia will have a total population of 2,21H,000 of which will be white and -117 Negro. For the school system, the totalpercentage of Negroes grew from 17'7 in 1960 to 57(7 in 1965.in 1966 that figure was 58. In 1967 it was 58.r, indicating a decrease in the annual growth rate recorded earlierin the decade. If the city is to reverse these lines and achievegreater integration of its schools, bold approaches must be employed. The School District mustmox e on many fronts at once, a point stressed in the Civil Rights Commission's report. The trends further demand thatthe School District enlist the efforts of both those it serves and other institutions if Philadelphiais to meet its stated goals.Overall community renewal is a precondition to changing the ghettoenvironment.

The Plan and integration Last year, it was noted that there are four immediate attackson existing segregation which the School District has thepower to make alone.They are: selection of sites that will serve an integrated student body;experimentation with new clustering of school facilities; redrawing of feeder paterns; and creation ofspace and programs in presently segregated sections of the city that will draw students from widerareas.All are aspects of the Plan for School Facilities.

Several other moves are being made by the School Districtin cooperation with other agencies in an effort to bring a new environment into segregatedareas. These include establishing relationships with universities, private enterprise, and non-public and suburban schoolsthrough such devices as staff and student exchanges and other cooperative operations.These are also aspects of the Plan and, insome instances, are already underway.

Finally, the School District proposes to provide leadershipin joint planning with the city and other governmental and private institutions to attack the community'svast renewal problems.

Excellence in educational programs is imperative for thesuccess of all these efforts. A first rate educational program will counter a basicreason why so many persons choose to leave the city.It is at this point that the Plan for School Facilities relatesheavily to the level and priorities of the operating budget. The Plan assumes that excellencecan reverse trend lines.

The Plan calls for the location of schools at sitesthat offer a substantial prospect for affecting integration. This means choosing sites not againstapicture of today's conditions, but as part ofa long- range strategy of community renewal.

35 At the high school level, the Plan calls for selecting sites at outlying locations and where highac- cessibility to rail and transit can, when coupled with superior programs, yield pupil integration. Where the construction of a new high school may affect the racial balance of an existing school(s), both will be considered in arriving at a solution. This comprehensive approach may suggesthavingthe schools linked programatically (i.e., humanities and social: sciences in one building, physical sciences andcommerce in the second), by having to grades in each of two schools under a common administration,or by other devices to cluster school organizations.In any event, solutions will be arrived at in close cooperation with the communities involved. A precedent has already been set in Northwest Philadelphia. In two instances there proposed high schools are likely, by service area alone, toserve a segregated student body, capacity has been set aside to attract students throughout the city to exceptional educational offerings.At West Philadelphia-University City High School, a Chamber of Commerce- sponsored tear of business, science, and technical specialists is working with School officials topro- duce that excellence.At William Penn High,the cooperation of Temple University and private enterprise will produce a similar result. Net middle schools till be located not only to end overcrowding but also to afford prospects for integration. The Plan calls for locations on the fringes of racial concentrations and, again, withacces- sibility to public transportation. At both high and middle school levels, clustering of facilities ona common site will be considered if conducive to educational quality and to integration. As reported in the sectionon the Education Park, prospects in three areas are being'explored. Achievement of the goal of desegregation is hardest to attain at the lower school level where smaller service areas are related to the needs of younger children, parental convenience and other factors.In every case possible, sites will be chosen to aid integration.But there will be cases where this aim is precluded, where space needs are acute and where buildingsare badly outmoded or non-fire resistant. These are also areas there children and parents properly demand a superior education and where the School District is committed to take immediate steps to provide a challengingprogram in a decent facility. In such instances, the Plan proposes to construct needed facilities and, in addition, to take special efforts to assure a high degree of staff integration, to infuse the schools with large numbers of volunteers and practice teachers, and to solicit relationships with universities and other institutions. In 1967, a full-time planner was assigned the task of identifying sites, with integration prospectsa key criterion of selection.Nine of seventeen sites approved by the Board in this period are expected to foster or maintain integration.Allbut one of the remaining eight are lower schools where needs simply require a building to be placed.Until housing integration and stabilization is achieved in significantly large areas of the city, the integration of lower schools can be effected only marginally by the location of a school building. A logical complement to the location of new school facilities is an extensive evaluation of feeder patterns and enrollment service areas as they effect net schools and existing schools.Such a study is now underway by the Office of Development, in cooperation with the Office of Field Services and the Office of Integration and Intergroup Education. The study is re-examining all feederareas according to three criteria: relationship between school capacity and feeder area pupil population, the accessibility of the school to pupils living into attendance area, and the racial distribution of pupils in the feeder area.Current data indicating the residence of each student in the system is being used. At this writing, alternative revisions of feeder patterns are in final stages of preparationand conversations are being held with district superintendents prior to more extensive public and Board discussion.In many instances, improved racial balances can be attained pros ided that community acceptancecan be obtained. Integration efforts, however, cannot end with these steps, given the present and projected racial percentages that face the city.There must clearly be a broader set of efforts to link the Philadelphia public schools more closely with other institutions and systems within the city and metropolitanarea.

36 One expanded thrust proposed in this plan is the exploration of further means of developing cooperative programs with the city's pri% ate and parochial schools. To this end, a Committee on Joint Ed- ucational Resources has recently been !ounded to explore the joint needs of the public and parochial schools. While the parochial schools record a steady increase in pupil integration, further opportunities for intergroup experience are to he desired. The urgency is increased by the mutual financial problems shared by both systems. To this end, a number of programs of cooperation are being explored in sections of the city where space and local conditions permit, and %%here legal and constitutional safe- guards are assured. The current shared time program is being expanded in the i ocational-technical schools where some 391 parochial children now are taking instructions in public schools.This program makes greater economic use of expenshe equipment aailable only in public schools.In to o elementary schools and one middle school now in the planning stage, additional shared time programs are being considered. These programs will haxe no tangible effect upon facility requirements but will have to be carefully watched as the basis of broadening cooperation. Cooperatixe programs underarious forms of Federal assistance currently involx e some 33, 000 public school students and 25,000 students from the Archdiocesan schools. Some 49 schools are involed in these programs. The feeling of the administrators of these programs is that they do effect pupil integration and understanding. Another level of opportunity for assuring strengthened intergroup education involves the children of suburban school districts and city children in certain common educational offerings.Exciting ideas generated in the School District's studies of the education park have openedup new hopes of shared facilities.These possibilities are being actively explored by the Superintendent and his staff with nearby school districts, the State Department of Public Instruction, and the Federal Government. The Plan this year proposes a totally new idea designed to symbolize the School system's effortsto secure new solutions to its difficult problems, and to open up new ways of providing fora convergence of youngsters from many different backgrounds and interests. The idea is that of the ParkwaySchool: a new form of high school organization that it is proposed as a cooperative venture with key institutions located on or near the Benjamin Franklin Parkway. As conceived, this school forapproximately 2400 would assume a racial balance and would be open to youngsters from throughoutthe city, from the non- public schools, and from suburban communities as well.It would be planned to open for an incoming 9th year class of 600 in the fall of 1969. As envisioned, sciencesw ould be developed in' conjunction with the Academy of Natural Science and the Franklin Institute, humanitieswith the Free Library and the Art Museum,. social sciences with City Hall itself and the State Office Building.A superb staff would be recruited from local schools and throughout theregion. The school day would be arrangedto take advantage of the Parkway campus. A special role for thestudents would be reserved. Not simplyan academic high school, it would offer work studyand other experiences to those enrolled.Planning funds are called for in this year's Capital Program;recruitment of a principal and planning with institutions involved is already underway. The School District, in compliance with recent directives fromthe State Human Relations Com- mission and the Department of Public Instruction, is working withstate and local officials to devise a long-range plan and timetable for desegregation of the Philadelphiaschool system.In the course of developing this plan, all current efforts to foster integration willbe reexamined and additional steps will be undertaken.

The Plan and Community Renewal Attainment of the kinds of hoals in the Civil Rights Commis- sion report can only stem from continuing changesin residential and governmental patterns. At the same time, the pattern of regional job opportunity must broaden and whitefamilies in significant numbers must again find attraction in theinner city and Negroes must find acceptance in the suburbs. The School District sees promise in the Model Citiesprogram as a means, not only to improve educational quality in the inner city, but to leadto shifts in the pattern of residence and community contact between the faces.It is currently participating in Model Cities planning effortswith special

37 emphasis on early childhood education, programs of careerdevel,pment, and the development of faeil- ities that are forward-looking and contributive to thearea's total requirements. The School District's goal of decentralization is beingworked out in terms of clusters of school facilities administered lecally. These plans are :in outgrowthof the concept of a model school district which was proposed in 1!-..st year's capital program. That concepthas since been thoroughly examined first by a citizens task force and secondly by administrativeofficials. A concluflon was reached that efforts should br immediately be; un to assure a greater rolefor the citizen in the life of the city's schnls, and that these efrorts should not be confined to a singlegeographic area. These ideas of local self-determination of programs arealready being seen in the Plans for curri- -mlum developmert at Gratz, self evaluation at Ben Franklin andthe plans of the Independent Urban Education Project at the Kearny School. Through Model 'Cities,it is hoped that many nelv and important additions to this program will be inaugurated in themonths ahead.It is natently clear the this section of the city has little short-run ,opporturit to achieve ameaningful level of pupil integration.It is equally clear that school programs must be made fo work effectivelywithin the area so that education, along with job and housing opportunities, can permit that pattern tobe changed over time.it is hoped that a combination of creative leadership, community participation and ahigh degree of local autonomy will break through much of the lack of credibility that now adverselyeffects the success of schools. This plan is also based upon a cicJer set of working relationships with the citygovernment. At the policy level, the School District accepts the city's intention of following a"distributed approach" to urban development and renewal and sees new school facilities as keycontributors to overall renewal. Such projects w ould tend to be smaller and quicker to complete than under theprevious approach which committed to large, complete neighborhood projects. The School District canforesee joint development, in partnership with city and private enterprise, especiallyin areas where such housing can lead to the inward movement of white families.Joint der elopment makes the more sense because of the lack of sufficient land area available for development in Philadelphia today. The School District is very conscious that its own building program is a generaorof residential and business relocation.For this reason, it is willing to dispose of any unused land holdingsfor new housing or other appropriate public uses.In 1967, the former Burk school site in Queen Village was sold to private enterprise for housing purposes.It is anticipated that other sites of abandoned schools can be offered for similar purposes in keeping with long term development requirements. Conclusion Nothing less than a comprehensive attack can dent the series of problemsthat keep Philadelphia from realizing its goals of equal opportunity.The School District intends to move wherel er possible to build such an education plant and program.This requires an evolving plan of many facets, not a single-one-way street.It requires a plan that sees the importance of joining in a broad-based effort to make the core of the city more livable and to bring about the end of slum conditions.It requires a plan that remains open to the possibilities for metropolitansolutions to educational and other community proolems.It requires a plan, therefore, that acknowledges the necessity oftak- ing immediate steps to counter the deprivation of segregated schools, whilevigorously' searching for all ways to end that pattern.In pursuing that end, the Plan for School Facilities is, as said before, one and inseparable from the level of quality of the education programs offered by theSchool District.

38 11-

4. ("4

. An Ali . 00*.6.4.:0""177-:....%, '.,..' i.r- . r...... to ...... 3% 44.i, A, ill .1 . . v., . ....' .-....' wore. 41k. oft ,,,,, ...... --- ',.;..1)* .1.: ' * i* ';.- , "II .. ' sort, ALLENHedge M. and STEABNE Unity Streets SCHOOL ''. ' ' .", 2 .t.:'.3.bki'..74.. '!., .' .r: tt... . NPAIkt ', ..., ;IA. . -- -,A,..*,._"..67.. CompletedReplacement octobor 1067 A - - ' At --. s 4 .! ., AP, ,..--'' , ? 4---"' 1, I fr , AL/ r 7; "Y .' Jf

F *111**Naram~ - 11BEI,moNT At and B row('scifumf, St reots .*.e.:s; CAdd i t i 1)10 e(1 1)(--i(vni r 1967 Space Stretching The School District simply t:inrot until rep. Luiltiings arc before cift,cting tt sonic severely overcrowded schools, etzpeviilly ;:t the h3gh lily!.In :Ar.litinn t-1 the creation ofspace in new facilities, therefore, a varic-ty of efforts 1i $tretch u.zt: Air Sii:iee has Leen ghen high priority as a short-term elcment of the Plan for _School nEcilitil'S thisyear,It consists of the following specifies elements:

1.Utilization of non-school space Completion of the renovation of the Innovative Center,a former factory at 5th and Luzerne Streets, will be expected to create some ' -WO additional pupil spaces this fall.200 are already in use by the Pennsylvania Advancement School.Another 200 a ill serve the first Intensive Learning Center, while an additional 400 spaces will be made available to innovativepro- grams or to meet emergency needs in the school system. Through the generous cooperation of Temple Universit, its buildings at SedgwickStreet and Cheltenham Avenue will be made available through a lease arrangementfor the relief of extreme overcrowding in District G.Approximately 00 students can use this attractive andaccessible facility The assistance of the Federal government has been enlisted in seeking surplusspace in its many local installations.Hope is high that an added 1000 pupil places will result from these efforts by fall. The private real estate market is constantly scanned for t:uitable leads and fundsare being allocated in the Capital Budget to permit the purchase c,4 convertiblespace where it can meet a clear and present need.This was done in 1967-6A with purchase ofspace for annexes to Bartram High School and the Harrington School.Rental funds will also be available in the 1969 operating budget.

2.Transfer of District Offices to Non-School Facilities A prior section on Administrative Facilities outlined a plan for transferring District Offices from classroom locations to commercial office space, either rented or purchased.In 1969, it is proposed that a major effort be made to implement this plan.When completed, some forty-seven classrooms will be freed up to accommodate some 1500 elementary and junior high school children.

3.Dual School Organization at an Unspecified Number of High Schools For several years, dual shifts have relieved overcrowding at several junior high schools in Philadelphia.It is proposed that similar arrangements be instituted at an as yet unspecified number of overcrowded high schools, effective in September, 1968.Supplemental services would be offered before and after school and during the noon hours as part of a comprehensive program of educational improvement in these crowded schools.In every case, this organization would be authorized only until relief facilities can be provided through new construction. Authorization will Lake place only after full consultation with the school community involved.

4 Increased Utilization of Vocational-Technical High Schools Current underutiliiatinn of the City's three ocational-technical high schools, plus additional space to be available at Mastbaum and Saul this fall, afford the prospect of as many as 1000 pupil spaces that can be filled through extensive recruitment efforts.Success will reduce over- ercwding in the city's high schools.

41 Equalization ot ..Aipport Rooms Throughout the School District The extensile examination of space utilization in existing buildings, already described in an earlier section, re% ealed variations in the number of support rooms used for art, music, rest, and other activities from school to school. While spare is at a premium across the city, ad- ministrath e steps be taken to equalize the number of such rooms in all schools. This should hay e the effect of pro iding some additional space stretching until the building program permits optimum use of support rooms.

The above measures further indicate the School District's commitmentto bring about satisfactory conditions for learning in the schools of Phila.delphia.Every effort will be mounted to implement these and other efforts. The Supportive Facilities account has beenestablished to permit this to occur. The operating costs involved in providing additional staff for the neufacilities and new forms of organization will be reflected in the School District's 1969 Operating Budget.

42 III. THE CAPITAL PROGRAM (JULY 1, 1968 TO JUNE30, 1974) The Capital Program is a statementof the Board'sfinanvial ltr-A--e:wAe 11e1e1op- rnent of school plant and facilities.It is the device through which thk Piatifor Se liool nivilities is carried iut. he Program covers a six-year periodof time and indleate:: 1)roieelsto 1,4. und,ertaken.

The Capital Program is prepared by staff,considered by the Board of Edueation andfinally adopted after public review and discussion.This procedure assuresan annual opportunity for reexamination in the light of prior experience, public opinion,changing Anti lieu information. Only funds for the initial year ofthe program aresolif-,In1( tl to be appropriated. Thisappropria- tion is known as the Capital Budget.As provided unde -r the Educationalhome Buie Charter Supple- ment of May, 1965, it is the responsibilityof the Superintendent and his staffto prepare and submita recommended program to the Board forits appro.al.Itis further stipulated that theprogram be reviewed by the City Planning Commission,although the commission's commentsare not binding upon the final action of theBoard. Projects included in the Capital Programfor 1969-74 are consistent withthe Plan for School Facilities as presented previouslyinthisdocument.Priorities have been determined throughthe interaction of staff, priorities set bythe District Superintendents, anda review of the concerns of citizens as expressed innumerous public hearings before the Board of Education. All project requests have beenreviewed in the light of these considerations:

1.School District fiscalresources and policies. 2.Overall objectives of city developmentas stipulated in the City of Philadelphia's Comprehen- sive Plan, as amended. 3.Relationships between individual projectsregarding both timing and design.

This proposed Capital Program has beenreviewed by the public and bya citizen review committee established by the Board.Public hearings were held in theweek of April 8, 1968. Following these hearings and receipt ofrecommendations from the City PlanningCommission, the Board adopted its official program oa May 27, 1968.Action on this date permits theprogram to coincide with the adoption of the operating budget for thefiscal year beginningon July 1, 1968. The pages that follow review thefiscal policies underlying the capitalprogram, summarize the proposed accomplishments of theprogram, and present the individual projects recommendedfor inclusion in the progam.

A. GENERAL FISCAL POLICIES The Capital Program for 1969-74 has beenestablished with respect for (1) the outstanding need documented in the Plan for School Facilities;(2) the District's fiscal ability, both toconstruct and operate new school facilities; (3) the capacityof labor and industry to absorb the proposed volume; and (4) the District's administrativecapacity to manage the program during thecourse of its imple- mentation. Major points of fiscal policyunderlying the Capital Programare

DEBT POLICY The Capital Budget for 1968-6f; callsfor an estimated total encumbrance of SS9,9S2, and $493, 699, 000 over the full sixyears of the program. The School District currently hasavailable

43 to it arproxirnately thc riL.1 ut thy r,rurtraJliX unurin)prialt.-(1 ;iuthurizatiun with which to meet the:_ze -nit; 1:-_-",:i.yoLt K.11 itat ion vf I5 of taxable assessedv aluation which was t.nacted by the Ot-elkinitt. in NI:*,1111-7. I if this a 112,-..unt, ii) u - qui re approval of the electorate and the b:ilar.o., of1.5, toci:.,kroo euuld be al,prupriatell by the 1;uardof Education itself.

DEBT SERVICE The debt service will remain within fifteen percent of the operating budget of the SchoolDistrict during any given fiscal year.

BOND LIFE Bond life (presently 25 years) will be determined by market conditions, capitalrequirements, and sound fiscal policy.The debt schedule, shown in Table .7.is based on present estimates of these factors.

PROJECT ANALYSIS Each project is examined for the possibility of financing under specialFederal, State and other sources. Also, every effort is being made to maximize subsidies received under existing State legislation and to amend such legislation to provide additional reimbursementwhere. er possible.The School District, working with the Pennsylvania School BoardsAssociation and the Pennsylvania Asso- ciation of School Administrators, has been instrumental in having House Bill1812 introduced into the State legislature. This bill, among other things, provides for substantialincreases (from 23',7 to 447) in the maximum costs of approved constructionon which the State will reimburse the School District over the life of the bond issue. The State presently pays 507 of the approved construction costs plus interest.This bill is presently being considered by the Committeeon Education in the House of Representatives. Wheney,er possible, school construction isJrdinated with the urban renewal program under Title I of the Federal Housing Act to take advantage of lower site acquisition anddemolition costs.The School District is continuing to work closely with the City in the ModelCities Program to insure that maximum benefits will be obtained for Philadelphia.

COST FACTORS The cost of new schools and additions has been increased to reflect the experienceof the past two years. 71:cse increases are a result of several influences.First and foremost, they reflect a pattern of continuing cost escalation in the( onstruction industry.In 1967-68, the School District has experienced a 67 increase in costs and, on this basis, has provided foran additional 67 increase for the Capital Budget year.The funds provided for all future projects are basedon this estimate of 1969 costs. In addition, middle and high schools are now well under design and their costs have been established more accurate1I.Furthermore, total costs have, in previous years, been basedon the assump- tion that non-educational areas (e. g.,corridors, toilet rooms, stairs, cafeterias, etc.) would notex- ceed 257 of total building space.It has been impossible to reach this goal and adjustments have been made accordingly.Firally, the Boat d of Education has adopted a policy of providing 17 of construction cost for art work. This factor is reflected in 1969 cost estimates.

SECTIONALIZATION

The cost of each project has been calculated as tc the following four components: site development (land acquisition and demolition), architectural fees, construction, and furniture andequipment. No section of a project may be started unless loan authorizationor other sources are available to cover that section.

44 L NIA of so in gm sr r 1 go 0.) WNW PrIATICISPASTOMUS L. orn ; II ITLEMMItTATV/ r sod' 11110 4 orLI IA Pr *4 IP mmmmm me se I IN um r. oil 11 I SCHOOL m lirr,11 rya% ' I let I ..... --, 11 4116-1.411.44041NW- ,i704,,,,,,,,o % .../110.1110.4~110.--,..1',..4 o -roorrox.o-, * 44.-'...,....,.. ro4,60.4...0..1, W.A. 7.11115rr. Manion,00 r oiZ..114.6 4 $ ,..:,, 1 .... _ 000 ' ' orsr.air.. ar 1 t* ,,'6. . 0° .. .. ' - .... - . Pi! $4.4 ".: A.. - . , r 1 Or .1.4-01r00,14.? .' ""iblitirOS 4 tor:. ; k .". 1 ...;;; 1...... : . ,1lk..1114. 7..?'.57.3t ....".f.g. *1-... j * rte'- -.' , ' "-%:".t...1 7. INTO: ... , *- ._ "r ' tta," CheltenFRANCIS and D. Sprague PASTORIUS Streets SCHOOL CompletedReplacement January 1967 ILLUSTRATION 6 PROPOSED PROGRAM DOLLAR DISTRIBUTION ANTICIPATED EXPENDITURES BY YEAR

100

90 589,982,001 589367,000 $88347.000

583,496,000

$77, 470, 000

$63,837,000

69 70 71 72 73 74

21.-3d421 n1N

SOURCE: FINANCIAL PLANNING TOTAL PROGRAM $493, 699,000 ILLUSTRATION 7

ANTICIPATED EXPENDITURES BY PURPOSE

SITE EXPANSION & DEMOLITION FURNITURE & ATHLETIC EQUIPMENT -. \ FACILITIES $1,710,000 '-, S\ $2,000,000 .. ADMINISTRATION .... ALTERATIONS & FACILITIES .. IMPROVEMENTS --- $300,000 $12,500,000 ' CAPITAL PROGRAM 'ADMINISTRATION COST SUPPORTIVE" FACILITIES -" $3,500,000 $1,750,000 LOWER SCHOOLS $2,222,000

HIGH SCHOOLS $4,496,000

ip- -w- -w- -is- qv- TOTAL $ 89,982,000 SOURCE: FINANCIAL PLANNING CONSOLIDATION OF PAST UUDGETS For purposes of beginning the ne« fiscal year, the status of allproject items authorized by the Board in last year's capital budget has been scrutinized, with the following conclusions:

1.All costs likely to be incurred through June, 1968 r'rain attributed to the 1967-68 Capital Budget. \ 2.Costs of all remaining sections of projects in process in1967-68 are itemized in 1968-69 or later years. 3.Timing of costs per section is consistent with a detailed review of the Board's construction cycle in order to reflect, as closely as possible, when actual encumbrances will occur. B. TOTAL PROGRAM SUMMARY Prepared in keeping with the above policies, the Capital Program for 1969-74 has an estimated cost of $493, 699, 000 (excluding interest).The School District of Philadelphia will receive an estimated $131, 000 as a subsidy from the State of Pennsylvania, and a proportionate share of the cost of financing the Capital Program will also be borne by the State.

The Capital Budget for 1968-69 calls for a total expenditure on an encumbrance level of $89, 982, 000. The remaining years range from $88, 947, 000 in 1969-70 to $63, 837, 000 in 1973-74.This tapering off in 1973-74 signifies that the facility gap will have been substantially closed by 1974.The years beyond the present program will continue to reflect this in increasingly reduced levels of spending.(See Illus- strations 06 and #7).

C. GETTING THE JOB DONE The proposed pace of capital investment calls for a continuation of the sharp acceleration that has been generated during the present year. This is consistent with fiscal policy and mandatory if the needs described in the Plan for School Facilities are to be met promptly. Based upon its experiences this year, the School District is confident tIL... it is a job that can be done.Before reaching that conclusion, a thorough review was made of other factors that affect performance.

The Construction Industry

The proposed levels of spending are believed to be %%Rhin the capacity of local industry and labor. Our own experience in the current fiscal year plus checks with industry and labor sources give every indication that such a level is an attainable target.Bidders continue in substantial number. Thus, there would appear to be ample room for the School District to maintain its share of the total construction market in the coming year and in so doing, to contribute to the production of jobs in a city with substantial unemployment.

Effects Upon Operating Costs When neu schools arc built, they must be maintained and staffed. The costs generated by the addition of new school facilities must, therefore, be reflected in future operating budgets.This year an intensive check has been made of the likely impact of these costs over the six years of the Capital Pro- gram. T3pical costs incurred per type of school have been determined in making this projection.Their cumulative impact, including debt service, has been taken into consideration in projecting the future fiscal requirements of the School District.(See Table 08) If there is reason for concern in the program this year, it lies with the ability of the School Dis- trict to obtain the required operating rev enues to sustain this level of capital investment over the years ahead.It is the position of this report that the schools, to do the lob now expected of them, MUST seek and obtain the requisite funds from a combination of local, state and federal sources. To reduce the

4R '

p. p. 'P 11,1,,,, W4, .1 )1`., ' ,. 41.11 t' ,,1,1, ; ' .111-allat...o" a II RIarmortiommen or own MOM ads.. 1 II 14.1. owl a* to...IMAM pee11"trii s I .1 )11 r r` P.m mum1111416....la,*OM ao. d1194a IN .PP._ m1,* 11/1101.11 WS to II al.,11116. 10, P.P1 41,0.1_ pp MP a a lo, P F rat.PP.P.1PAPOalialaPaidralatIR Ma "Pa+Mat, aar APO' fa r 19thGROVER and Butler CLEVELAND Streets SCHOOL CompletedAddition April 1967 CsV) BORROWING CAPACITY, LOAN AUTHORIZATION CAPITAL PR OGRA MSTATEMENT OF TABLEAVAILABLE 7 FOR APPROPRIATION AND DEBT SERVICE PropertyAssessedSummary Valuationof Borrowing of Taxable Capaeliz t USA, 150, 010, 000 ri i; rC $1, 480, 000, 000 1968-65 $1, S:.3, 300, 000 1909-70 $ '4, 021, 000, 000 1970-71 $1, 090, 900, 000 19.71-.72 $4. 701, 200, 000 1972.73 582, hail,1973-74 000 iatayiLxavailSummaryDebt n21TZ:212.11p2Etmotrla ea Limitation rs of Loan Authorizationat ; 773,100, 000 072, 900, 000, 683, 000, 000 093, 02102/2 704 000 000 1.1 0 00 000 725, owl, 00a appLeducLoan rep riation-beglaning authorization:non in loan authorization atonable of year for L $ (107, 544,50$, 000) 584, 000 $ 384,347,000 $ 311, 002, 000 $ 213, 083, 000 $ 181, 794, 000 $ 131, 874, 000 e; 970, 000 Inereaseindebtednessnupa)ment in total of during principalloan authorization fiscal year 8,550,000 7, 9,013,000 394, 000 10,12,928, 100, 000 10, G00,078, 000 11,19, 000,530, 000 10,22, ono,592, noo000 11,25,217, ono, oatstaut AppropriatedAdditional for Capital appropriation Budget 107 eitair11.11...((8:1,313,0(10) 1, 900, 000) (n9,982,000) 1.1=111V11/110(88, 947, 0001 (89, 907, 000) (77, 470, 000) *midi (83, 49010001 (c3, P37, 000) forLoan appropriation Authorization at end available of year A ' 38 1 1147 000 $ 311, ooz 000 A 2 13 083, 000 181 794, 000 $ 134 874, 000 s k===ait83, 970, O00 S6,1150,000 SummaryItepal.inent of Debtof Debt Service (1) rincipi 8, 550, 000 9, 394,000 12, 920, 000 10, 678, 000 19, 530, mai 22, 392, 000 23,217, 000 interest payments Total $ 1 I,11110, 9030, 300, 905 $ 19, 541, 333"9, 951, 3:2 25,12, 450, 129 0%9 049 $ 32,3101,0,4015, 710, Osn ., 37013,904lx 808, 9104 42,20 930, 844, (Lin $ 45,810,33343 1911 115 Less estimated BuildingMate Subsidy Program for 720, 00G 1 000, 000 " .100 000 0 non _50 C., 300, non 7 D50 000 JSCIP01.1 San rost ()Theto School year District 1907.03in :messed .subsequant valuation }Tax included s the assessed both real taluation of personal ~ 14, 130, 903frorra and personalproperty hasproperty, been excluded 18, 645,332 1011.01.101.0.111*,28,orio,nmo Goarrwmi=11,2 , (13x, n80 91,61 3, its Assumes sale of ZS ; ems 44/4 .11, unit, 013 30,300,335 (2)1'1liter the present SubsidyasistiroThe the basedLaw, ofslawresult the the is or bond furtherof SchoolPennsylvania a meatissue limitedDistrict ofthat the 011 financed toreceives personalcertain approved the50 maximums ;invert!, propeet.prt4oel co.dm taxes.The as prescribed cost plus int2rest by law.amortized over the on which this reimbursement reimbursement from Bonds190s. sold subsequent lo J1810 30, SUMMARY OF IMPACT ON THE TABLE 8 OPERATING BUDGET Distribution of Costs Educational and Non-Educational 1968-69 to the 1969-74 Capital Program 1969-70 1970-71 Costs Attributible 1971-72 1972-73 1973-74 Administrativeand(includes supplies) fringe Salaries benefits 2,598,004 183, 053 2,661,298 415, 324 3,661,368 665, 342 1,7,019,322 004, 830 15,983,1051, 495, 776 23,608,0282, 152, 006 TeachersfringeServicesSalaries(plus benefits)fringe Salaries(includes benefits) Operating 1,187,294 1,672,058 2,159,367 3,188,871 4,904,485 6, 752,766 OtherExpenditures Operating 100,520 111,203 156, 387 290,030 631,767 . 931,086 Debt Service:RepaymentInterest Payments of Principal Total 23,614,20330,9,951,9, 594,000 332 12,12,522,089 309,972928,000 15,710,08016,678,00039,030,544 19,550,00049,417,02118, 363, 968 65,951,20,22,592, 344, 746000613 o, 79,260,22120,26,217, 599, 000335 pram from present levels would be to fly in the face of a known crisis and to short-change a gener- ation of children upon whom the future! of Philadelphia must stand. The. implications of th;s instance will h.ive to be examined each and every year if the School District is to be fiscally responsible. We are confident that the obligations incurred as a result of the proposed 1968-69 program can be met. We will have to re-examine this situation each and every year.if the program is to be cut back, however, that determination must be made by the community and not by he School District's administration.

Administrative Management Critical to the meeting of the targets of this Program is the staff capability of the School District to supervise and administer it.This responsibility is lodged in the Division of School Facilities and its seven operating departments.In 1967-68, that division has been expanded and strongly strengthened. As a consequence, initial reliance upon outside consultant firms to assist in the administration of the program has been drastically reduced, at cost savings to the School District. The School District is, in other words, geared up to the level of activity presently proposed.

Making the New Schools WorkEffectively This year many new buildings are being completed and placed into service. These schools contain many new features and new opportunities for learning. They also require that the educational team assigned to them be trained and capable of using them fully; that rooms for team teaching operate effectively; that instructional materials centers become the actual as well as the intended core of the school program. For these reasons, a major effort is underway to assure the successful merging of plant and personnel.It has been agreed that an instructional leader will be assigned to each new facility months prior to the opening of a new facility.In addition, the assignment of a cadre of new staff will be made in ample time to permit the full development of a curriculum and program for the new facility. An administrative committee is supervising this development. In certain instances, namely William Penn and West Philadelphia-University City High Schools, where special programs in communications and science and mathematics are being proposed, foundation funds have been assigned to permit these specialized offerings to be developed in full.Further- more, in every possible instance, parental and community involvement in planning is being sought by the School District.

Site Selection Site acquisition is a sensitive element of programming since it affects both time and cost.

This year, increasing difficulty has been experienced in the selection of new sites for schools and in arriving at expansion plans for existing schools.This stems from the simple competition for space in a built-up city, from increasing land values, and, in many instances, from strong community pres- sures.It must be remembered that the School. District's plan for new facilities is being forged upon a City Physical Development plan that was prepared in 1960 with no reference to these needs. Through the cooperation of the City Planning Commission many of these problems ha 'e been met; others remain. Far more difficult are strong community reactions being experienced in a diverse and multi- racial community where questions of school integration and adverse reactions to large numbers of youngsters are frequently reasons for difficulty. In the current year, several schedules have been substantially slowed through the difficulty of site selection.In the light of this experience and to avoid a false picture of timing, a full year for site selection is agreed to before any item is to be scheduled in this Capital Program. As previously indicated, these facts, gained from experience, dictate a review of site area requirements previously worked out in conjunction with the City Planning Commission. A major review of these standards is underway. New approaches to assembly of land are part and parcel of the studies now underway in master plans

52 for several areas and in the education park studies. A deep commitment to Lind stretching exists. As any conclusions are reached they will be discussed with the community before adoption by the School DistriA,

Land Acquisition To minimize the pains and difficulties of relocation, the services of the Centralized Relocation Bureau of the Redevelopment Authority continue to be used to assist in relocation of persons and businesses displaced by school construction. To reduce costs of site acquisition, the School District cooperates with other governmental agencies. The provision of adequate playground and play area is assisted by joint development with the City's De- partment of Recreation. The School District also makes every effort to secure land through the City's urban renewal program where a write-down in land costs is attainable. A number of schools are already designated for acquisition within renewal areas and others will be added in future years.

The Record of the Current Veer The best evidence upon which to judge both the capability of the School District to undertake its proposed program is found in a review of work performed in the current and past fiscal yeirs. Total encumbrances for fiscal year 1965 and the first six months of 1966 were approximately $17,000,000.In 1966 -6 i, this figure was more than quadrupled to a figure of $71, 000, 000. During the current fiscal year a further increase to $80, 000, 000 is regarded as a probable -target.The 1968-69 target of $90, 000,000 is regarded as readily achievable. The present rate of activity is compared to previous years in Illustration #9. Table #9 shows projects completed between 1962 and 1968. Table #10 is a summary of projects in progress as of February 1, 1968. Table #11 summarizes projects now under study or design.

53 ILLUSTRATION 8

TYPICAL OPERATINGCOST 1968269COST BASE

TOTAL $1799,600

360,000 SQ. Ft fr

----:::., ---3, _ tz:---- i-i- TOTAL $815,540

edr 180,000 SQ. FT.

I 1 TOTAL S 370,150

84,000 SQ. FT.

SOME: FINANCIAL MIMIC 1 , 3.961 ti Alt ce Dember

AdattonComyleted

S.03.JSCIWOL Me, $3

11010

s,14XVVEil1100 TABLE 9

PROJECTS COMPLETED: January 1, 1962 -June 30, 1968

New and Replacements Additions and Alterations

1962 Bustleton Elementary - new Sartain Elementary Kenderton Elementary - repl Washington High School - new

1963 Pollock Elementary - new Ferguson Elementary Anderson Elementary - new Waring Elementary Leidy Elementary - repl Kane Elementary - repl

1964 McMichael Elementary - repl Overbrook High Gymnasium Arthur Elementary - repl F. Douglalis Elementary Huey Elementary - repl Strawberry Mansion Junior High - new L. P. Hill Elementary - new

1965 Locke Elementary - new Olney Transportation Shop Clymer Elementary - repl Germantown Gymnasium I Decatur Elementary - new Frankford High School Greenberg Elementary - new

1966 Welsh Elementary - repl McCall Elementary Morris Elementary - repl Mifflin Elementary Kelley Elementary - repl Pastorius Elementary - repl

1967-68 Blaine Elementary - repl Belmont Elementary Miller, E. S.,Elementary - repl Comegys Elementary Harrington Elementary Annex West Philadelphia High rrck:hnicai Center Stearne - repl South Philadelphia High Hancock - new Cleveland Elementary Loesche - new Gratz High School Pennsylvania Advancement School Gratz High School-Shop Center Mastbaum Area Vocational-Technical Saul High School Shawmont Elementary Wister, J. - Addition

56 1

ILLUSTRATION 9

PROJECTS COMPLETED JAN.1,1982 -JUNE 30,1968

CALENDAR FISCALT-7 1111N11 Si I $7 4 It 1 13 1 1-1 1-1 1-1 1-1 1-1 1-1 1-1 63 61 65 11

1 000111 2 00

7 =NW 1 Mil Kw awns WIC: KM MIMES mu 0 LEGEND muAA muIIEl I

No.

ILLUSTRATION 10

TOTAL EXPENDITURES-CAPITAL BUDGET JAN. 1, 1962 TO JUNE,1968

1-1 1 - 1 1-1 6-31 6-31 -31 1163 11164 110 1951 1161 ESTIMATE. CNIMTIIIENTS

MINK PLUMB TABLE 10

MAJOR PROJECTS UNDER CONSTRUCTION 1967-68 FISCAL YEAR

Project School Type of Project Date Number Contract Award

103 University City High School New 1968

Bartram Annex Alterations & Additions 1968

110 Sayre Swimming Pool Addition 1968

131 Harrity Alterations & Additions 1968

129 Hamilton Replacement 1968

227 Darrah Alterations & Additions 1968

247 Greenfield Replacement 1968 (City Center)

402 Overbrook High School Alterations & Additions 1967

450 Duckrey Replacement 1967 (Allison-Claghorn)

435 Wright Replacement (McIntyre) 1968

430 Heston Replacement 1968

503 William Finn High School Replacement 1968

512 Stetson Junior High School Alterations & Additions 1967

545 Carroll Alterations & Additions 1968

528 Fairhill Replacement 1967

530 Hacket Replacement 1967

532 Hartranft Replacement 1967

539 Potter-Thomas Replacement 1967

601 Central High School Alterations & Additions 1967

602 Germantown High School Alterations & Additions 1967

603 Roxborough High School Alterations & Additions 1967

603 Roxborough High School Field Alterations & Additions 1967

58 TABLE 10

MAJOR PROJECTS UNDER CONSTRUCTION 1967-68 FISCAL YEAR (Continued)

Project School Type of Project Date Number Contract Award

611 Roosevelt Jr. High School Alterations & Additions 1968

614 Pickett Middle School New 1968

641 Cook-Wissahickon Replacement 1968

642 East Falls Alterations & Additions 1967

655 Henry, C. W. Alterations & Additions 1967

651 Kelly, J. B. Replacement 1968 (Fit ler-Keyser)

644 Lingelbach Alterations & Additions 1967

'691 Widener Memorial Alteratiqns & Additions 1967

701 Frankford High School Alterations & Additions 1968

41 Frankford high School Field Alterations & Additions 1968

702 Olney High School Alterations & Additions 1967

731 Birney Alterations & Additions 1968

747 Bridesburg Alterations & Additions 1967

750 Cramp Replacement 1968

726 Ellwood Alterations & Additions 1968

744 Taylor Alterations & Additions 1967

745 Webster Replacement 1967

802 Northeast High School Alterations & Additions 1967

812 Wilson Junior High School Alterations & Additions 1968

811 Rush Middle School New 1967

893 Shallcross Residential Alterations & Additions 1968

070 Bus Garage (46th & Market Sts. ) Alterations & Additions 1967

59 TABLE 11

MAJOR PROJECTS ARCHITECTS APPOINTED UNDER STUDY AND DESIGN

Estimated &J.rt Project School Type of Project of Construction Number by Fiscal Year

105 Eastwick High School New 1970 115 Pepper Middle School New 1970 117 Turner Middle School New 1969

121 IMiddle School West Phila. Area New 1971 153 Bryant Alterations & Additions 1969 145 Daroff New 1970 130 Harrington Alterations & Additions 1969 149 Roberts New 1970 205 Columbus High School New 1970 250 Alessandroni Replacement 1569 (Benson and Wayne)

202 Kennedy Center Warehouse Alterations 1969 312 Stoddart- Fleishsr Jr. High Replacement 1969 401 Gratz High School (Hatfield) New 1969 401 Gratz High School Gymnasium Alterations & Additions 1969 403 High School (W. of Schuylkill River) New 1970 417 McDevitt Middle School New 1970 418 Betsy Ross Middle School New 1969 444 Lehigh Replacement 1969 500 Houston/Edison Field Athletic Facility 1969 606 Northwest High School New 1969 615 Middle School (Awbury Tract) New 1971 639 Steel Replacement 1969

'148 Wright-Muhr Replacement 1969 813 Meehan Middle School New 1970 815 Middle School Between Washington & New 1970 Northeast High Schools 1

60 JAMES30th and G. BLAINENorris Streets SCHOOL CompletedReplacement November 1967 MAP 4

_A I

LEGEND Ilk

IISTSICTS 0 WANDS o

SMOKE: FINANCIAL PUNNING O. TARGETS FOR ACCOMPLISHMENT

Table 12 below represents the Targets for Accomplishment set in the 1968-74 Capital Program. A similar table was included in last year's report. When the six year program is completed the major outstanding spaceneeds of the school system will have been met. For this reason, the table compares the results of the six year program with the objectives of the Plan for 1980. The revised set of enrollment projections and the changes inthe method of computing capacities are responsible for changes from the targets set last year.

At Present At End of 1969-1970 Six-year By 1980 Time Program

I. Number of children in pre-school classes 5,500 17,500 26,5;0 26,500

2. Number of children in ldndergarten 25,500 26,500 35, 000 35,500

3. Number of fire-resistant lower schools1 (pre K-4) 147 167 183 157

4. Standard capacity of fire-resistant lower v:hools 118,522 135,399 146,935 149,815 2 5. Number of fire-resistant middle schools (5-8) 30 32 62 62

G. Standard capacity of fire-resistant middle schools 36,557 40,400 91,640 91,640 L. 7. Number of fire-resistant high schools (9-12) 21 21 35 3S

8. Standard capacity of fire-resistant high schools 42,835 47, 055 53,985 93,341

9. Number of children in special education classes 10,000 10,000 13,000 20,690

I 10. Number of non - firefire - resistant buildings 55 31 19 0

11. Level of capital spending per year 50,000,000 S9,900,090 63,500,000 35,000,000

12. Annual level of alterationsra and improvements 12,500, 000 12,500,000 6,000,000 6, 000,000

1. Does not include portables, leased space, or schools scheduled for replacement. [ 2. Includes five convers:ons to middle school use of lower and upper schools.

63 EXISTING SCHOOLS

LEGEND

LOWER 1

MIDDLE A NI"it

SPECIAL

SAUCE: SNAIL FACILITIES Wit6 SCHOOLS

IN 69-74 PROGRAM

MIIMIIIM IMO. L ..... a AA: 807 612 616 1 AAA e : e15 M6 817 646 e .. a. I IIDIM 1M IN ..... 4IMPIMP 21 AAAI 708 403 415 4!6 417I ,.. AA AAAA. 712713 419 420 421 422

a 502 504 AA 514 515 O 546 15 I. a

...... ; LEGEND 17

...... 1 a MIMMs111 104 A 121 NEVIf A (31 us a. ..mil ADDITION ®

CONVERSION A I SITE INISPECIFIE1 GANG 8 Ed 204 2C5 207

SAUCE: SCHOL FACILITIES 214 a MIN& 11.1. Ogg .4.

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vatior :1*. Ns/ p t # A 1* 't 4 11' t r e ;/ ; Al 4 , golipita I7," IX4.4 4t. ". *A l*Tillitti X ;, VA '4`4 "t( 11" V '1111AVVA

tvt e ttitYt *4 A v;0%4%4 odeollifitioaddoromob4empAiwo Atoamei tvvel

P I . ' f ' .; 441*, ,/, , *f .1 ) F .4' 1 4 1 ' i

r-", , /1.4 , a '.' I; ..' I.* J.* /* 417-r. 4 la E. PROJECT DESCRIPTIONS

DISTRICT 1

Project No.

BARTRAM HIGH SCHOOL - ADDITION TO ATHLETIC PLANT 101

Capacity 2,180 2,240 (after addition) Estimated floor area of new construction 26,000eq. ft.

The physical education facilities atBartram High are Beverly limited and overcrowded. As part of a continuing program to upgrade the athletic plant at older high schools, this project calls for the construction of a new gym facility and shower rooms on the high school site, to serve boys and. girls. A new field house to include shower rooms will be built at the athletic field several blocks away. The inadequate field house facilities require visiting teams to dress and shower at their home schools. The school is at 67th Street and Elmwood Avenue.

WEST PHILADELPHIA HIGH SCHOOL CONVERSION 102

Capacity 2,170 1,650 (after conversion) Estimated floor area of new construction 180,000 sq. ft.

This school is obsolete as a comprehensive high school, because of its limited indoor and outdoor educational space, inadequate trade and industrial facilities, and outmoded science and commercial laboratories.It is proposed that a section of this school be demolished and that the remainder be converted for use as a middle school upon completion of new high school space in West Philadelphia. The school is at 47th and Walnut Steeets.

WEST PHILADELPHIA - UNIVERSITY CITY HIGH SCHOOL - NEW 103

Capacity 3,000 Estimated floor area 360,000 sq. ft. This school will be organized as a comprehensive high school serving grades 9-12.Support from nearby universities and local business and industry will enhance its status as a magnet high school for science and mathematics. The school will include indoor and outdoor recreational facilities designed for year-round use by students and the community. An indoor swimming pool will be part of the facility.The 14.1 acre site, bounded by Lancaster and Powelton Avenues, 36th, 38th, and Filbert Streets isgist north of Market Street and within easy walking distance of its supporting institutions.

68 HIGH SCHOOL- WEST PHILADELPHIA AREA - NEW 104

Capacity 3,000 Estimated floor area 360,000 sq. ft.

With the conversion of West Philadelphia to the 7-4-4 plan of grade organization, several new high schools will be needed to serve this area. Although no site has Yet been selnted, every effort will be made to locate this school close to a major transportation artery on a site that will facilitate integration.

HIGH SCHOOL - EASTWICK - NEW 105

Capacity 3,000 Estimated floor area 360,000 sq. ft.

This new high school in Eastwick will serve the anticipated educational demands of the new community. A large site at Mario Lanza Boulevard and 84th Street has been set aside for the school. The George W. Pepper Middle School will be constructed nearby, and is being planned in close relation to the high school. Both units will be constructed on the house plan.

JEANNETTE MACDONALD MIDDLE SCHOOL - NEW 114

Capacity 1,650 Estimated floor area 180,000 sq. ft. This new middle school is badly needed to relieve severe overcrowding at the Shoemaker and Sulzberger Junior High Schools. It will house grades 5-8. A site within the Haddington Renewal Area is in process of final selection.

GEORGE W. PEPPER MIDDLE SCHOOL- NEW 115

Capacity 1,650 Estimated floor area 180,000 sq. ft. A large site adjacent to the new Eastwick High School at Mario Lanza Boulevard and 84th Street has been set aside for this new middle school. This school will help to meet anticipated enrollment demands in Eastwick and will relieve existing overcrowding at the Tilden Middle School.

DR. JOHN P. TURNER MIDDLE SCHOOL - NEW 117

Capacity 1,650 Estimated floor area 180,000 sq. ft. Severe overcrowding requires the prompt construction of a middle school in this section of West Philadelphia. The site, at 59th, 60th, and Angora Streets and Baltimore Avenue, is located so as to contribute to integration as well.

69 MIDDLE SCHOOL - WEST PHILADELPHIA AREA - NEW 121

Capacity - 1,650 Estimated floor area - 180,000 sq. ft. The change to a 7-4-4 pattern of grade organization requires the prompt construction of additional middle school space in West Philadelphia. No site has as yet been selected for this new school.

HARRINGTON SCHOOL - ADDITION 130

Capacity - 678 (1967) - 768 (after addition) Estimated floor area of new construction - 14,000 sq. ft. The proposed addition will include an instructional materials center, science laboratory, faculty work room and lounge, a suite for medical offices, a music room, an art room, storage and toilet rooms. At the same time, the school site will be enlarged to provide a larger play area. This project is in addition to a building across from the existing school which was .renovated in 1967 to meet auxiliary classroom requirements. The Harrington School is located at Baltimore Avenue and 53rd Street.

0. W. HOLMES SCHOOL - ADDITION 132

Capacity - 908 (1966) (K-.6) - 870 (after addition and conversion) Estimated floor area of new construction - 10,000 sq. ft. An additional site will be purchased for addition of eight classrooms. Now serving as an elementary school, this building was originally designed as a junior high and will be reconverted to middle school use. It is located at 55th and Chestnut Streets.

LONGSTRETH SCHOOL NEW 135

Capacity - 960 Estimated floor area - 84,000 sq. ft. The replacement of this school will contain pre-school and kindergarten facilities. The site will be enlarged to 3.2 acres, covering the block from Pentridge to Willows Streets, between 57th and 58th Streets.

MORTON SCHOOL NEW 138

Capacity - 960 Estimated floor area - 84,000 sq. ft. The replacement of this non-fire-resistant building will provide adequate pre- school and kindergarten classrooms. The site will be enlarged and the school will continue to operate as a magnet school. Its location is 63rd Street and Elmwood Avenue.

70 SAMUEL H. DAROFF SCHOOL - NEW 145

Capacity 960 Estimated floor area 84,000 sq. ft.

The most serious overcrowding in the elementary grades in District 1 is in this vicinity. When this lower school and nearby middle school:3 are completed, both the Dunlap and Brooks Schools can be abandoned. The site fo:r this new lower school is 4.4 acres of land located between Race and Vine Streets, from 56th to 57th Streets. The school will include provision for pre-kindergarten, kindergarten and all the facilities required for a complete lower school program. Delays in assembly of the site by Redevelopment Authority have forced its construction to be postponed one year.

T. B. READ SCHOOL - ADDITION 148

Capacity 276 (1967) 960 (after addition) Estimated floor area of new construction 53,000 sq. ft. This school was reopened in 1965 and remodeled to serve retarded children. This project proposes an addition to meet increased enrollment.Sixteen classrooms and supporting facilities are projected. More detailed plans will be made as the result of an overall plan for the schools of Eastwick that is now underv'ay. This study may call for replacement rather than an addition. The school is located at Buist Avenue and 78th Street.

OWEN J. ROBERTS SCHOOL- NEW 149

Capacity 960 Estimated floor area 84,000 sq. ft.

This new lower school is planned to be built on a site bounded by 62nd, 63rd, Walnut and Locust Streets.It will relieve serious overcrowding in the elementary grades in this section of West Philadelphia. Pre-kindergarten and kindergartenrooms and full facilities for a lower school program will be provided in the architect's plans for the Roberts School.

J. BARRY SCHOOL- NEW 150

Capacity 960 Estimated floor area 84,000 sq. ft.

Further examination of the Barry School plant, at 59th and Race Streets, has led to a conclusion that its total replacement, rather than a small addition, is advisable in order to serve the long-range needs of children in this section of West Philadelphia. An expanded site will be sought before construction takes place.The proposed new lower school would offer facilities for early childhood education plus all the facilities required for a modern lower school program.

71 153 BRYANT SCHOOL - ADDITION

Capacity 1,304 Estimated floor area of new construction 14,100 sq. ft. Last year's Capital Programproposed an addition to thisschool that would include an instructional materialscenter, a multi-purpose roomand a cafetorium. This addition was proposedtls phase 1 inthe staged replacement of theold sections of the Bryant School. This year's programalso contains funds for earlycompletion of phase 2: replacement of the school's 1913 section.The site is in process ofbeing expanded to in- ciede the area between Cedar Avenue,Hazel Street, 60th and elstStreets. The architect is charged with developing atotal plan for the site andalternative architectural plans that may result in reconstructionof the entire school.

154 CARY SCHOOL - ADDITION

Capacity 72 (1967) 960 (after addition) Estimated floor area of new construction 53,000 sq. ft. The Cary is presently usedfor special education classes.The present proposal calls for a substantial increase incapacity and for its future useeither as a center for retarded children or as alower school serving Eastwick.That decision will be made as part of an overall studyof the school needs of Eastwick nowin process of completion. A decision to replace theschool, rather than add to it,could result frorr this study.It is located at 88th Street and TinicumAvenue. DISTRICT 2

JOHN F. KENNEDY CENTER - CONVERSION 202

Estimated for area 700,000 sq. ft. It is proposed that the Kennedy Center, at 734 Schuylkill Avenue, be remodeled to house both vocational training courses and the School District's central warehousing operation. A plan has been 61y-eloped which indicates the feasibility of this dual use. About half the total floor area would be reserved for v,)cational training purposes. The remaining space will be allocated to warehousing which row takes place in totally inadequate quarters at Seventh and Noble Streets.

HIGH SCHOOL - NORTH PHILADELPHIA AREA- NEW 204

Capacity 3,000 Estimated floor area 360,000 sq. ft. There is major need for additional high school space to serve children residing in the North Philadelphia area west of Broad Street.Site explcrations are now underway in conjunction with one of the School District's education park studies. The school will be designed as a coeducational, comprehensive high school serving grades 9-12.

CHRISTOPHER COLUMBUS HIGH SCHOOL- NEW 205

Capacity 3,000 Estimated floor area 360,000 sq. ft. A new high school is urgently needed to accommodate increasing enrollments in South Philadelphia and to reduce severe overcrowding at the existing South Philadelphia High School.For the past year, active efforts have been taken to assure a suitable site, based on consultations with the city and community groups. A final decision is now imminent.

HIGH SCHOOL - SOUTH OF VINE STREET - NEW 207

Capacity 3,000 Estimated floor area 360,600 sq. ft. This school will eventually be needed to serve increasing enrollments in Center City and the neighborhoods to its south. A site is under discussion with a planning group representing center city and the areas to the north and south. A coeducational, comprehensive school will be developed. Actual capacity will depend upon enrollment trends.

73 MIDDLE SCHOOL - FAIRMOUNT AREA - NEW 214

Capacity 1,1330 Fstimated floor area 1s0,000 sq. ft. Future enrollments in the Fairmount area require tie cryconsft'uotiond a TICX middle school. The school will facilitat the proposed 7-4-4 patternof grade organization. A site has not b:-..en selected. This is now being explored inconjunction with plans for the Model Cities area.

CHILDS COMMUNITY SCHOOL - ADDITION 226

Capacity 1,184 (1967) 960 (after addition and replacement of non - fireproof section) Estimated floor area of new construction :.;5,000 sq. ft. The 1894 non -fire- resistant section of this school will be.replaced.Preliminary plans call for a small :delitioa to bring the facility up to the spacestandards for a model.. tower sch)ol.During thc planning phase its special role as a community school will be kept in mind. Architectural studies may tndieate that the entireschool should be replacee;.

BACHE SCHOOL - NEW 233

Capacity -- 960 Estimated floor area 84,000 sq. ft. Replacement af the non-fire-resistant Bachc... School, now at 22ndand Brown Streets, has high priority in order to relieve overcrowding at otherelementary schools and to accommodate the increasing numbers of pupils in the area. The newschool will be desigteci ds a lower school, accommodating pre-school, kindergarten andthe first four grades.

POE SCHOOL - ADDITION 241

Capacity 738 Estimated floor area of new construction 8,000 sq. ft. The addition will consist of a multi-purpose auditorium-umnasiumand cafeteria. The school, constructed in 1913, is also scheduled for modernization.It is located at Railer and 22na Streets.

E.M. STANTON SCHOOL - ADDITION 245

Capacity 648 (1967) 738i (after addition) Estimated floor area of new construction 17,000 sq. ft. This project proposes the addition of a multi-purpose auditorium,cafeteria, instructional materials center, science and mathematics rooms, and alearning center, as well as the modernization of the presentbuilding. The present site at 17th and Christian Streets will be expanded.

74 A.M. GREENFIELD SCHOOL - NEW 247

Capkcity 90(1 Estimated floor area 84,000 sq. ft. The neu school will provide adequate space forpre-school and kindergstrten classes and the primary grades. The expanded site of 1.7 acres isbounded dl)y Chest- nut, 22nd, 23rd, and Sansom Streets.When completed, children now attending the City Center and Durham schools will occupy the newfacility.

E.V. ALESSANDRONI SCHOOL - NEW 250

Capacity 926 Estimated floor area 84,000 sq. it. This new structure will replace the existing non -fire - resistant Benson School. The school will be built at 25th & TaskerStreets. The site will assure the future merger of the Wayne School intothe new building as well and will provide open space for recreational purposes.

BREGY SCHOOL - ADDITION 251

Capacity 828 (1967) 1,116 (after addition) Estimated floor area of new construction 20,000 sq. ft. An addition of eight classrooms, a multi-purpose room/lunchroom and four small classrooms-offices are included in this proposal to upgrade the educational facilities at the Eregy School, at 17th and Bigler Streets.

LOWER SCHOOL -NORTH OF DARRAH - NEW 255

Capacity 960 Estimated floor area 84,000 sq. ft. A new lower school north of the Darrah School is needed to provide for increasing enrollments in this section of North Philadelphia. Construction of this schoolwill relieve overcrowding at the Bache, Waring, and Darrah schools. A site willbe selected as part of current planning for the Model Cities area.

75 DISTRICT 3

STODDART MIDDLE SCHOOL - NEW 312

Capacity 1,650 Estimated floor area 180,000 sq. ft. This project, will bring about demolition of the present Stoddartbuilding. The new school will be planned on a site located at Broad and Spring Garden Streets.The full program of a modern middle schoolwill be developed in close conjunction with planning for the Model Cities area as a whole.

MIDDLE SCHOOL TO SERVE DISTRICT 3 - NEW 314

Capacity 1,650 Estimated floor area 180,000 sq. ft. This new middle school will be needed to meet projected enrollmentsand permit completion of the 7-4-4 pattern of grade organization. No site has yetbeen selected.

KEARNY SCHOOL - ADDITION 330

Capacity 588 (1967) 768 (after add:tion) Estimated floor area of new construction 12,000 sq. ft. Additional space is being recommended to house the school's expandededucational offerings. The proposed addition will include two small classrooms, 1 art room,1 science room, 2 offices, a teacher's lounge, and an instructionalmaterials center. Kearny is located at Sixth Street and Fairmount Avenue.

SPRING GARDEN SCHOOL - ADDITION 342

Capacity 583 Estimated floor area of new construction 11,000 sq. ft. This small addition calls for the enclosure of the roof play area andthe construction of an auditorium-umnasium. TAGGART SCHOOL - ADDITION 344

Capacity 738 (1967) Estimated floor area of new construction - 11,000 sq. ft. The proposed addition wouldinclude a multi-purpose room for use an as auditorium, cafeteria, kitchen andgymnasium, plus a suite of six offices for supportiveand auxiliary personnel. This school, inthe Whitman area, is located at Fourth and Porter Streets.

77 DISTRICT 4

GRATZ HIGH SCHOOL - ADDITION 401

Capacity 2,100 (1967) 2,750 (after addition) Estimated floor area of new construction 70,000 sq. ft.

The program for Gratz High School at17th and Luzerne Streets, calls for the construction of an addition that will house 16 additional classrooms and a new, badly- needed gymnasium. At the same time, the present building will be modernized. The program also calls for development of outdoor recreation facilities for Gratz, Gillespie Junior High School, and the surrounding communities. The first steps include acquisition and development of property at Hunting Park and Clarissa Street for recreational use, and improvement of a triangle of land at Hunting Park and 18th Street for recreational use. Subsequent stages call for development of an athletic stadium at 16th and Staub Streets and construction of a swimming facility.

HIGH SCHOOL - WEST OF SCHUYLKILL RIVER -NEW 403

Capacity 3,000 Estimated floor area 360,000 sq. ft. There is tremendous need for new high school space in West Philadelphia, to accommodate increasing enrollments and permit conversion to 7-4-4.Site selection is nearing completion and has benefited from the cooperation of the city and the West Philadelphia community. The site selection criteria have emphasized ease of access by public transportation and the prospect for integration.

CONNIE MACK MIDDLE SCHOOL - NEW 415

Capacity 1,650 Estimated floor area 180,000 sq. ft. The 7-4-4 plan of school organization will require the construction of a large number of middle schools to serve North Philadelphia children. A final site for this school will be selected in conjunction with planning for the Model Cities area.It is likely to be in the vicinity of Lehigh Avenue west of Broad Street.

78 MIDDLE SCHOOL - NORTH OF DIAMOND STREET- NEW 416

Capacity 1,650 Estimated floor area 10,000 sq. ft. This middle school will, like the Connie Mack Middle School, serve to meet anticipated enrollment increases in the area of North Philadelphia west o: Broad Street. Its site will be selected in conjunction with planning for the Model Cities area.

JAMES L. MCDEVITT MIDDLE SCHOOL - NEW 417

Capacity 1,650 Estimated floor area 180,000 sq. ft. This school is needed to relieve overcrowding at nearby elementary schools and to accommodate increasing enrollments in West Philadelphia.Site selection isbeing carried on in close consultation with the community and in light of other development plans for the Mantua area.

BETSY ROSS MIDDLE SCHOOL- NEW 418

Capacity L650 Estimated floor area 180,000 sq. ft. The 7-4-4 plan of grade organization and projected increased enrollments neces- sitate the construction of this new middle school. This facility, which will relieve se- vzre overcrowding in nearby elementary schools, will be sited between Clearfield, Indiana, 29th and 31st Streets. The school will include a new swimming pool and all efforts will be made to achieve a high degree of community usage of the facilities.

MIDDLE SCHOOL - PARKSIDF AREA NEW 419

Capacity 1,650 Estimated floor area 180,000 sq. ft. The construction of this school will relieve overcrowding at elementary schools in the West Philadelphia area. No specific site has yet been established. Availability of public transportation and prospects for integration will be carefully evaluated before that choice is made.

MIDDLE SCHOOL WEST OF SCHUYLKILL RIVER- NEW 420

Capacity 1,650 Estimated floor area 180,000 sq. ft. This school, slated for construction to serve the area West of 52nd Street will also help to meet a critical need for space and will facilitate the development of a 7-4-4 pattern of grade organization in West Philadelphia. No specific site has yet been selected.

79 MIDDLE SCHOOL - SOUTH OF LEHIGHAVENUE - NEW 421

Capacity 1,650 Estimated floor area 180,000 sq. ft. This is a new project proposed to meet theshortar of middle school space in North Philadelphia. A specific sitewill be selected as part of the current planning for Model Cities and in consultation with the community.

MIDDLE SCHOOL - TIOGA AREA -NEW 422

Capacity 1,650 Estirnati---.1 floor area 180,000 sq. ft. This project is also needed to supply sufficientclassroom space for children in grades 5-8 by midway in the 1970's.ko specific site has been selected. This will be done in conjunction with the Model Cities planning effortand in consultation with the community.

HANNA SCHOOL - NEW 429

Capacity 960 Estimated floor area 84,000 sq. ft. In place of a previous proposal to add to the existingHanna building, this project calls for total replacement of the present structure with a new,fully modern lower school to be built upon an expanded site at 58th Streetand Media Avenue. The new school will provide for pre-school, kindergarten, and the firstfour grades.

HESTON SCHOOL -NEW 430

Capacity 938 Estimated floor area 84,000 sq. ft. The present Heston School is being replaced by an entirely newfacility on an expanded site. The site is bounded by Lansdowne and Lancaster Avenuesand 54th Street. The school will relieve overcrowding in nearby elementary schoolsand be part of the conversion to a 7-4-4 pattern of grade organization.

RICHARD R. WRIGHT SCHOOL - NEW 435

Capacity 926 Estimated floor area 84,000 sq. ft. This new school will be built as a replacement of the McIntyre School. Itsexpanded site is bounded by 27th, 28th and Dauphin Streets and SusquehannaAvenue. The new school is being planned as a community-centered facility designed foryear-round use. It provides for pre-school, kindergarten and the first fourgrades.

80 OVERBROOK SCHOOL - NEW 437

Capacity 960 Estimated floor area 84, 000 sq. ft. Overbrook Elementary, at 62nd and Lebanon Avenue,is a non-fire-resistant structure. It is proposed that it be replaced in the vicinity of the present school. The new facility would contain all the features of a modern lower school for pre-school, kindergarten and grades 1-4.

T.M. PEIRCE - NEW 438

Capacity 960 Estimated floor area 84, 000 sq. ft. Previous capital programs have called for the construction of an addition to this school which was built in 1909. A thorough review by the Office of School Facilities has determined that investment should, instead, be made in an entirely new lower school to serve this community. The proposed new sch.;a1 would house pre-school, kindergarten, and the first four grades.It would be a completely modern facility in all respects. The existing building is at 23rd and Cambria Streets.

WHITTIER SCHOOL ADDITION 443

Capacity 876 (196 ?) 996 (after addition) Estimated floor area of new construction 26, 000 sq. ft. Plans for the Whittier School include the construction of a mid-purpose facility for auditorium and cafeteria, and instructional materials center, music and artrooms, and a new gymnasium. The existing building would, at the same time, be thoroughly modernized.

LEHIGH SCHOOL - NEW 444

Capacity 926 Estimated floor area 84, 000 sq. ft. The present Lehigh Schoolis a complex of 24 portable classrooms. The new facility will be a modern lower school offering instruction for pre-school, kindeigarten and the first four grades. Through redevelopment, a site is to be provided at 32nd Street and Lehigh Avenue.

81 DISTRICT 5

HIGH SCHOOL- EDISON HIGH SCHOOL VICINITY - NEW 502

Capacity 3,000 Estimated floor area 360,000 sq. ft. This new high school would replace the present Edison High S:hool at a site that will be convenient to public transportation and probably north of the present school location. The existing non-fire-resistant section of Edison would then be demolished and the remaining portion of the school utilized as an auxiliary or middle school. The question of site is being explored in depth at the time of this writing.

WILLIAM PENN HIGH SCHOOL - NEW 503

Capacity 3,000 Estimated floor area 360,000 sq. ft. Construction of this new high school 's scheduled to begin in early 1968.Plans have been approved that call for the school to be a comprehensive, four-year high school with a special magnet program in communications. A new swimming pool will be designed for maximum community use. The site for the school is approximately lr acres with frontage on Broad Street and on Girard Avenue.

KENSINGTON HIGH SCHOOL VICINITY NEW 504

Capacity 3,000 Estimated floor area 360,000 sq. ft. Additional high school capacity will be required to serve the Kensington area by 1980. The existing Kensington High School is a building that does not lend itself expansion to meet projected needs.After the new school 'is completed, the existing building can be converted to middle school or other educational purposes.

MIDDLE SCHOOL EAST OF BROAD STREET - NEW 514

Capacity 1,650 Estimated floor area 180,000 sq. ft. This proposed middle school is needed to relieve overcrowding at Stetson and Wanamaker Junior High Schools and to serve the increased enrollments anticipated in this area. A standard site will be nhosen that permits convenient access by public transportation and furthers an integrated student body.

82 MIDDLE SCHOOL - SECOND AND BERKS VICINITY - NEW 515 Capacity 1,650 Estimated floor area 180,000 sq. ft. A rigorous examination of enrollment projectionsin this portion of District 5 has clearly indicated the prompt need for this middleschool. It represents the best means of relieving overcrowding in nearbyelementary schools and can contribute to integration.

ELKIN SCHOOL - NEW 526 Capacity 960 Estimated floor area 84,000 sq. ft. In response to community demands and in thelight of its non-fire-resistant status, the Elkin School will be replaced on a new sitenorthflfthe existing school. The new facility will feature rooms for early childhoodeducation and all of the features that mark a modern lower school.

HACKETT SCHOOL NEW 530 Capacity 850 Estimated floor area 76,000 sq. ft. The replacement of this non-fire-resistant building on a newand expanded site at Sepviva, Trenton, Hagert and York Streets is now underconstruction. The original planning capacity will be increased by the addition of several classrooms tothe initial architectural plans.

HUNTER SCHOOL - NEW 533 Capacity 960 Estimated floor area 84,000 sq. ft. Previous programs have called for an addition to thehunter School at Mascher and Dauphin Streets. A re-examination of theschool this year by the School Facilities Office leads to a new proposal that Hunter be replacedby a thoroughly modern facility. Details of this plan are being worked out as part of theschool cluster plan now nearing completion, Enrollment trends will be watched, and the capacityfigure for the school may be lowered.

LUDLOW COMMUNITY SCHOOL - ADDITION 534 Capacity 858 Estimated floor area of new construction 13,000 sq. ft. The proposed addition will be built across from theexisting school at Sixth and Master Streets. Present plans call for the addition toinclude a multi-purpose room, nine offices designed for school and community use,counseling offices and other space plans by the City Recreation Department to develop a recreation areanext to the school addition. The present building will be thoroughly modernizedat the same time the addition is being constructed.

83 MCKINLEY SCHOOL- NEW 53S Capacity 7C0 Estimated floor area 65,000 sq. ft. Site acquisition for this new school, at Susquehanna, Diamond, Lawrence, and Leithgou Streets, is \kelt underway. The school itself will be built as part of a cluster of schools focusing upon the 110% middle school in the vicinity of Second and I3erks Streets. Its size is recommended as part of an overfill plan to individualize instruction in a new and exciting manner. The plan is being devised in clone cooperation with the school administration and community.

POTTER- THOMAS SCHOOL - NEW 539

Capacity 92 Estimated floor area sO, 000 sq. ft. Two non-fire-resistant buildings, the Potter and the Thomas, are being replaced by this new school which is being built at Sixth, Reese, Indiana and Clearfield Streets. The new facility will be used by the students and the community on a year-round basis.

SHEPPARD SCHOOL - NEW 541

Capacity 960 Estimated floor area 84,000 sq. ft. Given the age and design of the Sheppard School, located at Howard andCambria Streets, it is recommended that it be replaced rather than given an addition as previously indicated. The new school would contain all the facilities of a modern lower school, including kindergarten and pre-school classrooms. The capacity maybe lowered if enrollments do not indicate the need for a full sized lower school.

LOWER SCHOOL SECOND AND BERKS VICINITY - NEW 546

Capacity 500 Estimated floor area 40,000 sq. ft. Like the McKinley, this new school is seen as one element in a cluster ofschools related to a new middle school in the vicinity of Second and Berks Streets. Itwill feature the required facilities for early childhood education through thefourth grade. No site has been selected as 3-et.

S. A. DOUGLAS SCHOOL - ADDITION 555

Capacity 312 (1967) 350 (after addition) Estimated floor area of new construction 10,000 sq. ft. This school presently houses children inkindergarten classes and in a special retarded educatory program. Additional land hasbeen purchased and an addition will be built, consisting of a multi-purposegymnasium-auditorium-cafeteria-kitchen and two classrooms. The school is located atHuntingdon and Edgemont Streets.

84 DISTRICT 6

CENTRAL HIGH SCHOOL - ADDITION 601 Capacity 1, %,15 i1907) 2,050 miter addition) Estimated floor area of new construction 40,000 sq. ft. The classroom capacity of Central High, at Ogontz and Olney Avenues, has been expanded but the physical education facilities are still inadequate. A main gymnasium, remedial gymnasium, locker room uith shouers, health classroom, deparbnental office, and a driver and health education latoratory u ill be built.

ROXBOROUGH HIGH SCHOOL - ADDITION 603 Capacity 1,545 4967) 1,950 later addition) Estimated floor area of new construction 50, 000 sq. ft. Construction of this addition is well under way. The addition contains 17 classrooms, 4 pupil toilet rooms, 2 teacher toilet rooms, 2 teacher lounges, 2 department head offices, 2 conference rooms, 1 preparation room, and 1 storage room. A combination field house-athletic stands is also being constructed. This four-year high school is at Ridge Avenue and Fountain Street.

NORTHWEST HIGH SCHOOL - NEW 606 Capacity 3,000 Estimated floor area 360,000 sq. ft. Germantown High School is presently overcrowded and enrollments are increasing annually. The new high school will be constructed on a site bounded by Stenton Avenue, Washington Lane, Ardleigh Street and Haines Street. The site is part of a large tract that u ill be extensively developed for park, recreation, and educational purposes. The school itself is being planned in close conjunction with Germantown High School so that students in the Northwest will utilize both facilities during their four years of high school.

MIDDLE SCHOOL - CENTRAL GERMANTOWN - NEW 612 Capacity 1, G50 Estimated floor area 1s0,000 sq. ft. Elementary schools in Germantown and Mt. Airy are badly overcrowded and enrollments are still increasing. This new middle school will afford relief in the earlier grades and pros ide room for additional services.No site has beeh officially designated but good transportation and the prospects for integration will be factors in its selection.

85 MIDDLE SCHOOL - AWBURY TRACT - NEW 615

Capacity 1,650 Estimated floor area 180,000 sq. ft. This school will be built on the same large site as the new Northwest High School, near the corner of Ardleigh Street and Washington Lane. It will serve to relieveheavy overcrowding in the schools of Germantown and West Oak Land.It will benefit from adjacent recreation and park areas, as well as the new high school.

MIDDLE SCHOOL - WEST OAK LANE AREA - NEW 616

Capacity 1,650 Estimated floor area 180,000 sq. ft. Eventually, this middle school will be needed to accommodate the children of grades 5-8 in the rapidly expanding West Oak Lane community. No site has yet been specified.

LEVERING SCHOOL - ADDITION 629

Capacity 846 (1966) (as k-8 schoalj 1,000 (after addition) Estimated floor area of new construction 24,000 sq. ft. The proposed addition will consist of twelve classrooms and gymnasium. The old, non-fire-resistant building, which was constructed in 1895, will be demolished. The addition of the Levering School will meet increasing enrollments in the Roxborough area in the raidNe grades. The school is located at Ridge Avenueand Gerhard meet.

LOGAN SCHOOL - ADDITION 630

Capacity 480 (1967) 576 (after addition) Estimated floor area of new construction 11,000 sq. ft. Enrolled in the Logan School are both normally sighted children and those with varling degrees of visual handicaps. Because of the unique requirements of this student body, the Logan School is considered to be seriously overcrowded. The proposed addition will provide six classrooms and two kindergarten classrooms for the visually handicapped pupils. The school is at Lindley Avenue and Seventeenth Street.

86 LOWER SCHOOL - UPPER ROXBOROUGH - NEW 637 Capacity 750 Estimated floor area 70,000sq. ft., The Vpper Roxl"wougharea is developing rapidly with theconstruction of many new private homes Ind apartments. The additionto the Slawmont School will notac- commodate the total increased enrollmentsexpected in this area. Thisnew school is proposed for a 6.5 acre siteon Old Line Road that has already been acquired.

STEEL SCHOOL NE".11 - 639

Capacity sOG Estimated floor area 34,000 sq. ft.

A site at Wayne Avenue and Rowan Streetin the Nicetown Rer'evelopmentare.t Yeas been reserved for this school thatwill replace its non-fire-resistantpredecessor. The school will be designedso as to encourage year-roundusage by the students and the community.

LOWER SCHOOL - OAK LANE AREA 646

Capacity 960 Estimated floor area 84,000 sq. ft. This new lower school is urgentlyneeded to relieve overcrowdingin the vicinity of the Kinsey, Rowen, and EllwoodSchools.The school will offer pre-schooland kindergarten facilities as wellas a full program for grades 1-4.

87 DISTRICT 7

HIGH SCHOOL - VICINITY OF OLNEY ANDFRANKFORD HIGH SCHOOLS - NEW 708

Capacity - 3,000 Estimated floor area - 360,000 sq. ft. Severe overcrowding restricts the educational programs at bothhigh schools and the overcrowding will persist despite the additions underway atboth schools.This new high school will meet future projected enrollment needs and will permitthe Olney and and Frankford High Schools to serve an optimum number of students asfour-year comprehensive high schools.

712 MIDDLE SCHOOL - EAST OAKLANE - NEW

Capacity - 1,650 Estimated floor area - 150,000 sq, ft. Cooke Junior High School is overcrowdedand enrollments annually increase.Out- of-district pupils continually requestadmission and many currently areenrolled. A new school northeastof Cooke will relieve overcrowdingat Cooke, Ellwood and Finletter and, if designed as a middleschool, will also give surroundingelementary schools greater flexibility.

713 MIDDLE SCHOOL - LOGAN AREA -NEW

Capacity - 1,650 Estimated floor area - 180,000 sq.ft. This middle school is needed to permitthe schools in the Logan-Oak Lane areato convert to a 7-4-4 pattern ofgrade organization. A site will beselected in close consultation with the community.

OLNEY SCHOOL - NEW 740

Capacity - 680 Estimated floor area - 66,000 sq. ft. Rather than replacing only the 1900 section of the school, a replacementof the entire building, to provide a modern lower school with all facilities, isrecommended. The existing elementary school is at Tabor Road and WaterStreet.

88 SMEDLEY SCHOOL - ADDITION 742

Capacity 678 (1907) 778 (after addition) Estimated floor area of new construction 12,000 sq. ft. T .e addition will consist of a multi-purpose auditorium-cafeteria, an 1MC, and 2 kindergarten classrooms. The school, which was construtted in 1928 and which will remain in service, is at Bridge and Mulberry Streets.

ZIEGLER SCHOOL - ADDITION 746

Capacity 258 (1967) 408 (after addition) Estimated floor area of new construction 14,000 sq. ft. The proposed addition to this school at Saul and Com ly Streets will consist of a multi-purpose auditorium-cafeteria, an instructional materials center and a science room.

WRIGHT-MUHR SCHOOL - NEW 748

Capacity 1,226 Estimated floor area 96, 000 sq. ft. The replacement of two non-fire-resistant schools, the Wright and Muhr, will be accomplished when this new facility is completed on a tract bounded b3 Westmoreland and Eleventh streets, Germantown Avenue, and York Road.

CRAMP SCHOOL NEW 750

Capacity 818 Estimated floor area 85, 000 sq. ft. Both sections of this school are being replaced on an enlarged site at Waterloo, Mascher, Tiogo, and Ontario Streets. The new facility will be built as a modern lower school and will in addition contain a new Child Care Center.

89 DISTRICT 8

HIGH SCHOOL - NORTHEASTPHILADELPHIA AREA NEW 807

Capacity 3,000 Estimated floor area 360,000 sq. ft. The need for a new WI school in District 8 hasbeen projected for the mid-1970's. The school will be designed as a coeducational,comprehensive high school. No site has as yet been selected.

BENJAMIN RUSH MIDDLE SCHOOL - NEW 811

Capacity 1,400 Estimated floor area 170,000 sq. ft. The design for this new school has been completed and constructionis underway. The school will accommodate the rapidly increasingenrollments in this developing section of Philadelphia. It has been designed for year-roundutilization and will incor- porate maximum flexibility and construction innovations.The school is located at Knights Road and Fairdale Street.

AUSTIN MEEHAN MIDDLE SCHOOL - NEW 813

Capacity 1,650 Estimated floor area 180,000 sq. ft. This new middle school on the Lincoln High School site, atRowland and Ryan Avenues, will relieve overcirowded conditiuns and enable a grade reorganizationat Lincoln from 8-12 to 9-12. It should also serve to relieve nearbyelementary schools. The construction of this school will conform to an overallplan for the educational and recreational development of the Lincoln tract.

MIDDLE SCHOOL - BETWEEN WASHINGTON ANDNORTHEAST HIGH SCHOOLS - NEW 815

Capacity 1,650 Estimated floor area 180,000 sq. ft. Wilscfn Junior High and Washington Junior High are both overcrowded andenroll- ments arc increasing annually. This new school will relieveboth the nearby overcrowded elementary and secondary schools when constructed as a middleschool. George Washington High School can then become a grade 9-12 highschool after its completion.

90 MIDDLE SCHOOL- DISTRICT 8 - NEW a16 Capacity 1,650 Estimated floor area 180,000 sq. ft. This new middle school willbe needed to accommodateanticipated enrollment increases in the fast-growing Northeastsection of the city. No sitehas been selected.

MIDDLE SCHOOL- DISTRICT 8 - NEW 817 Capacity 1,650 Estimated floor area 180,000 sq. ft. This additional middle schoolwill be needed to accommodateanticipated enrollments projected for NortheastPhiladelphia. No site has beenselected.

THOMAS HOLME SCHOOL- ADDITION 827 Capacity 906 (1967) 996 (after addition) Estimated floorarea of new construction 20,000sq. ft. The proposed additionto the Holme School at Academyand Willets Roads, will consist of a gymnasium, audio-visual room, instructionalmaterials center,room for speech classes.room for music classes,a faculty conference space. room, and storage

COMLY SCHOOL- ADDITION 837 Capacity 378 (1967) 648 (after addition) Estimated floor area ofnew construction 23,000 sq. ft. The lunchroom and recreational facilitiesat this school are limited andseverely overcrowded. A gym facility,an instructional materials center,an expanded lunch room and six classrooms are proposed to relievethis condition. The schoolis located at Byberry and Kelvin roads.

SHALLCROSS RESIDENTIAL SCHOOL -; ADDITION 893 Capacity 210 (1967) Estimated floorarea of new construction 45,000 sq. ft. The addition atShallcross involvesthe construction of dormitorycottages for both boys and girls,a multi-purpose facility, the enclosure of theswimming pool, ground improvements, and various alterationsto the girls' dormitories and theexisting buildings. The school is located atByberry and Woodhaven Roads.

91 MISCELLANEOUS PROJECTS

ADMINISTRATIVE FACILITIES 070

Funds from this project account areused for modifications and expansions to the School Administration building andfor other central support facilities. Money isallo- cated in this year's program forthe completion of the School District'stransportation maintenance and storage facilities, inconformance with recommendations made by the Pennsylvania Economy League. Moneyis also allocated, toward the end of the six- year program, forthe completion of additional administrative spacefor the School District. Needed now, this projecthas been deferred in light of the pressing needsfor classroom space which are felt to takefirst priority.

ALTERATIONS AND IMPROVEMENTS 010

General maintenance of a schoolbuilding, such as keeping it clean, heated and operated is charged to the SchoolDistrict's operating program. Alterations and improvements, such as installationof acoustic ceilings, relighting, repainting andother major renovations, are charged tothe capital program. Also charged tothe capital program are modifications necessaryto keep the school's facilities in pace withmod- ern educational requirements.Such modifications and improvementsinclude mechanical and electrical modernization,conversion of school space for specialpurposessuch as art, music andscience, and conversion of libraries intoinstructional materials centers. A master plan for thesealterations and improvements is updated annually on a school-by-schoolbasis by the School Facilities Division.

ATHLETIC FACILITIES 060

The cost of regular recreationalfacilities, such as gymnasiums, recreation rooms and outdoor playing fields, is includedin the estimated construction cost of each new school. Athletic investments over andabove these normal space provisions are charged to this account. Theseinclude high school sports stadiums,unusually large middle and elementary school athleticfields and the like. One of the newest of theseathletic needs is swimming pods which are tobe built at a number of new schools, mostfre- quently middle schools. These pools willconform to a City plan for swimming pool locations prepared by the City PlanningCommission for the Recreation Department. Use of School District facilities by thecommunity is to be encouraged.

CAPITAL PROGRAM ADMINISTRATION COST 090 Funds from this section of the capital program arcneeded to finance planning studies and for payment of that portionof services of School District employees chargeable to capital administrative projects, aswell as for contracted consultive engineering, architectural and specializedtechnical services such as soil mechanics, drainage experts, and tL. like.

92 FURNITURE AND EQUIPMENT 020

When a net? school is built,the cost of its furniture and equipment is included in the estimated total cost of the building.But funds from the Furniture and Equipment section of the capital program, as well as limited funds from the School District's operating budget, must be used to meet additional furniture and equipment needs of existing schools. These include school additions and remountable units, meeting the equipment needs of alterations and improvements to schools, equipping new school activities and granting requests from principals who have been operating with less than minimum standards of furniture and equipment.

SITE EXPANSION AND DEMOLITION 040

The capital program provides funds for site expansion and demolition to meet two needs. They are: site acquision at schools which must be expanded to meet the pres- sure of growing enrollments or which must provide additional parking or recreation area; and, demolition of old, vacated schools whose sites are needed for play or parking or other public purposes. Funds for site acquisition for all new schools are contained in the estimated cost of the scheols.

SPECIAL EDUCATION FACILITIES 030

Funds under this unspecified account will be used to construct facilities to meet the specific needs of handicapped children. These space requirements will be worked out as soon as a current study of the School District's programs for the handicapped has been completed in July, 1968. Space constructed under this account would supplement classrooms allocated in regular schools or existing special class centers. Exact sites and space allocations have not been made, but priority will be accorded to needs in Northeast Philadelphia.

SUPPORT!VE FACILITIES 001 The critical space needs of the School District require use of interim space or non-school buildings that can be easily converted to educational purposes. Under this account, the School District may purchase existing space found suitable for school needs, as well as provide for remountable classrooms, especially for such programs as kindergarten and library service.

93 F. THE 1969 CAPITALBUDGET AND THE 1969 - 1974 CAPITALPROGRAM

Cost Total Cost Scheduled Project Projects Estimated T h ru Number Six-Year Cost 1967-19G8 Period

DISTRICT 1 $ $ $

:103, 000 101 Bartram High School Addition 903, 000 - 5, 610, 000 102 West Philadelphia High School Conversion 5, 860, 000 - 10, 155, 000 103 West Philadelphia University City New 13,438, 210 3, 283, 210 High School 14, 030, 000 104 High School West Philadelphia Area New 14, 530, 000 - 11, 155, 000 105 High School Eastwick New 11, 807, 352 652, 352 7, 320, 000 114 Jeanette MacDonald Middle School New 7, 320, 000 - 610, 000 5, 326, 000 115 George W. Pepper Middle School New 5, 936, 000 1, 111, 500 5, 389, 000 117 Dr. John P. Turner Middle School New 6, 500, 500 1, 000, 000 5, 520, 000 121 Middle School West Philadelphia Area New 6, 520, 000 16, 000 708, 000 130 Harrington School Addition 724, 000 349, 000 132 O. W. Holmes School Addition 349, 000 - 192, 350 2, 425, 000 135 Longstreth School New 2, 617, 350 3, 125, 000 138 Morton School New 3, 125, 000 - 115, 187 2, 606, 000 145 Samuel H. Daroff School New 2, 721,187 1, 675, 000 148 T. B. Read School Addition 1, 675, 000 - 1, 115, 000 2, 306, 000 149 Owen J. Roberts School New 3, 421, 000 2, 721, 000 150 J. Barry School New 2, 721, 000 - 397, 350 529, 000 153 Bryant School Addition 926, 350 1, 675, 000 154 Cary School Addition 1, 675, 000 -

DISTRICT 1 Total 92, 769.949 8,492, 94983, 527,000

DISTRICT 2 2, 650,000 202 J. F. Kennedy Center Conversion 3, 135, 328 485, 328 13, 530, 000 204 High School North Philadelphia Area New 13, 530, 000 - 1, 400, 000 12, 130, 000 205 Christopher Columbus High School New 13, 530, 000 1, 500, 000 207 High School South of Vine Street New 13, 030, 000 - 6, 520, 000 214 Middle School Fairmount Area New 6, 520, 000 - 550, 000 226 Childs School Addition 2, 460, 000 - 3, l 75, 000 233 Bache School New 3, 175, 000 - 320, 000 241 Poe School Addition 320, 000 - - 1, 167, 000 245 E. M. Stanton School Addition 1, 167, 000

94 It F C ONDIENDED AND SC11 YIN LED 1:0 It S1X-YEAlt Pk: ItIOD Cost to 1.968-1969 1969-197u 1970-1971 1971-1972 1972-1973 1973-1974 Complete Project Beyond Number June 30, 1974 $ $ $ $ $ $ $

1 - - - S03, 000 - - - 101 - - - - 290, 000 5, no, 000 250, 000 102 9, 755, 000 400, 000 - - - - - 103

- - - - 2, 030, 000 12,000,000' 500,000 104 2,155, 000 8, 500, 000 500, 000 - - - - 105 - 2, 050, 000 5, 020, 000 250, 000 - - - 114 56, 000 5, 020, 000 250, 000 - - - - 115 5,139, 000 250, 000 - - - - - 117 250,000 5, 020, 000 250,000 - - - - 121 708, 000 ------130 - - 349,000 - - 132 - 125, 000 2, SOO, 000 - - - - 135 - 825,000 - - 2,300, 000 - - 138 - 306, 000 2, 300, 300 - - - - 145 - - - - 185, 000 1, 490, 000 - 148 - 2, 306, 000 - - 149 ------421,000 2, 300, 000 - 150 529,000 - - 153 - - - - 185, 000 1, 490, 000 - 154

18, 592, 00018, 957,000 15,390,000 2, 228,000 5,760, 000 22,600, 000 750, 000

2, 650, 000 ------202 1, 000, 000 - - 1, 530, 00010, 500, 000 500, 000 - 204 1, 130, 00010, 500, 00 500, 000 - - - 205 - - 1,500,000 11, 530,000 207 - 1, 250, 000 - 5, 020, 000 250, 000 - - 214 - - - - - 530,000 1,930,000 226 750, 000 125, 000 2, 300, 000 - - - 233 - - 320,000 - - 241. - 1,167, 000 - - - - - 245

95 1969-1974 CAPITAL

Cost Total Cost Scheduled Project Projects Estimated Thru Number Six-Year Cost 1967-1968 Period

DISTRICT 2 (Continued) $ $ $

247 A.M. Greenfield School New 4,390,442 4, 180,442 210, 000 250 E. V. Alessandroni School New 3,229, 055 126, 055 3,103, 000 251 Brea School Addition 752, 000 - 39, 000 255 Lower School North of Darrah New 2, 825, 000 - 2, 825, 000

DISTRICT 2 Total 168,063,1 825 6, 191, 82547, 699, 000

DISTRICT 3

312 Stoddart Middle School New 6, 897, 821 907, 821 5, 990, 000 314 Middle School to Serve District 3 New 7, 020, 000 - 6, 770, 000 331) Kearny School Addition 368, 000 - 368, 000

342 *ring Garden School Addition 214, 000 i - 214, 000 344 Taggart School Addition 432, 000 - 432, 000

DISTRICT 3 Total 14,931, 821 907. 82113, 774, 000

DWRICT 4

401 Gratz High School Addition 5,485, 641 3, 789, 641 1, 696, 000 403 High School West Schuylkill River New 13, 530, 000 1,400, 00012, 130, 000 415 Connie Mack Middle School New 6, 520, 000 - 6, 520, 000 416 Middle School North of Diamond Street New 6, 520, 000 - 6,520, 000 417 James L. McDevitt Middle School New 6, 910, 000 490, 000 6, 420, 000 418 Betsy Ross Middle School New 6, 018, 580 708, 580 5, 310, 000 419 Middle School Parkside Area New 6, 520, 000 - 1, 250, 000 420 Middle School West Schuylkill River New 7, 020, 000 - i, 020, 000 421 Middle School South of Lehigh Avenue New 6, 520, 000 - 6, 520, 000 422 Middle School Tioga Arai New 6,520, 000 - 6,270,000 429 Hanna School New 3, 200, 000 380, 000 2, 820, 000 430 Heston School New 2, 528, 538 2, 428, 538 100, 000 435 Richard R. Wright School New 3, 088, 799 2, 888, 799 200, 000

36 PROGRAM

RECOMMENDED AND SCHEDULED FOR 51X -YEAR PERIOD Cost to Complete Project 1966 -1969 1969-1970 1970-1971 971-1972 1972-1973 1973-1974 Beyond number June 30, 1974

$ $ $

210, 000 fM 247 3, 103, 000 250 39, 000 713,000 251 525,000 2, 300, 000 255

7, 843, 0001 10, 625, 000 7, 062, 000 0, 850, 000110, 750,000 2, 569, 00014,173, 000

720, 000 5, 020, 000 250, 000 312 1, f:00, 000 250, 000 5, 020, 600 250, 000 314 368, 000 330 214, 000 342 432, 000 344

1 720, 000I 5, 020, 000 250, 000 1, 500, 000 618, 000 5, 666, 000 250, 000

1,696, 000 401 1, 130, 000 2, 000, 000 8, 500, 000 500, 000 403 1, 250, 000 5, 020, 000 250, 000 415 1, 000, 000 250, 000 5, 020, 000 250, 000 416 1, 150, 000 5, 020, 000 250,000 417 5, 060, 000 250, 000 418 1, 250, 000 5, 270, 000 419 1, 750, 000 5, 020, 000 250, 000 420 1, 250, 000 5, 020, 000 250, 000 - 421. 1,000,000 250,000 5, 020, 000 250,000 422 520, 000 2,300, MO 429 100, 000 430 200, 000 435

97 1969 -1974CAPITAL

cost Cost Scheduled roject Projects Thrd Six-Year Number 1967-196*c

S DISTOICT 4 (Continued)

N ew 2, 925,000 2, 925,000 437 ,Oterbrook School New 3, S30, 000 s20,000 43S T. M. Prime School Addition b:14:, 000 636,000 413 Whittier School 2, 723,000 108,000 2, 617, 0d0 444 Lebi!,41 School New Ins-riticr4 Total s 9, 6s7, .55h 12,193, 53sE 71,974,000

DISTRICT 5

New 13, 030, 000 13, 030, 000 502 Edison High School, Vicinity Neu 1,1, 779, 295 3,029,293 11, 750, 000 503 William Penn High School New 13, .330, 000 2, 330, 000 504 Kensington High School Vicinity New 7, 020,'000 7, 020, 000 514 Middle School East of Broad Street New 6, 520, 000 r, 32u, 000 515 Middle School 2nd & Berks Vicinity New 2, 925,000 2, 925,000 526 Elkin School 3,395,096 3,'093, 09S 300,000 530 Hackett School 2, 675, 000 533 Hunter School New 635,000 33, 000 603, 000 534 Ludlow School Addition 1, 965,000 113, 000 1, 000 535 McKinley School New 3, 059, 123 110,000 539 Potter Thomas School New 3,199;123 New 2, 675, 000 541 Sheppard School 1,372,000 1, 372, 000 546 Lower School Vicinity of 2nd and Berks New 435, 000 55, 000 350, 000 555 S. A. Douglas School Addition DISTRICT 5 Total 74, :.38, 314 9,41G, 314 4S, 392, 000

DISTRICT 6 2,910, 000 1,538,000 77, 000 601 Central High School Addition 3, 019, 698 2,%19,698 300, 000 603 Roxborough High" School Addition i 12,530,000 1, 400, 00011, 130, 000 606 Northwest High School New 6, 720, 000 6, 720, 000 612 Middle School Central Germantown New New 5, 320, 000 210, 000 3,310,000 615 Middle School Awbury Tract New 5, 520, 000 230, 000 c16 Middle School-West Oak Lane Area 1, 216, 000 I, 216, ono 629 Levering School Addition 100, 000 300, (100 630 Logan School Addition New -,013, 000 2 N3, 000 637 Lower School Upper Roxborough New 2, 26.1,1;95 114,693 ,117, 000 639 Steel School New 3;173,000 4, 173,000 646 Lower School-Oak Lane Area 32, 770, 000 DISTRICT 6 Total 5,317,393 303

98 PROGRAM

if:COMMENDED AND SCHEDULED ^oR SIX-YEAR PERIOD Cost to Completz, 1968-4969 19694970 1970-1.'71 1971-1972 1972-1973 1973-1974 Project Beyond Number June 30, 1974

625, 000 2, 300, 000 437

:=111. 520, 000 2,300, 000 438 836, 000 443 2, 507, 000 110, 000 444

15, 843, 000 630, 000 26, 521, 000 070,000 8,090,000 8,820, 000 5,520, 000

500,000 1,530, 000 10, 500,000 500, 000 502 10, 800, 000 950, 000 503 1, 530, 000 1, 000, 000 11, 000, 000 504

1, 750, 000 5, 020, 000 250, NO 514 1,250,000 800,000 4,470,000 515 625, 0002, 300, 000 526 300, 000, 530 2, 875, 000 533 605, 000 534 1,850,000 535 110, 000 , 539 2, 675, 000 541 72, 000 1,300,000 546 380, 000 555 15, 920,000 4,550, 000 7,822, 00016,820, 000 2, 280, 000 1,000,000 16, 550, 000

77, 000 1, 295, 000 601 :so, 000 603 2, 010, 0008, 620, 000 500, 000 606 1, 450, 000 5, 020, 000 250, 000 612 5, 060, 000 250,000 615

250, 000 5, 270, 000 616

1,216, 000 I 629 400, 000 630 105, 000 1, 940,000 637 2,147, 00 639 875, 000 2, 300, 000 646 4, 157, 000 14, s55, 000 6, 116, 000 5, 125, 000 2,190, 000 327, 000 6, 565, 000

99 1969-1974 CAPITAL

Cost Tota l Cost Project Scheduled Number Projects Estimated Thru Cost Six-Year 1967-196S Period

DISTRICT 7 $ $ $

708 High School Between Olney & Frankford New 13, 530, 000 - 13, 530, 000 High Schools 712 Middle School East Oak Lane New 7, 020, 000 - 7, 020, 000 713 Middle School Logan Area New 6, 520, 000 - 1,250, 000 740 Olney School New 1, 895, 000 - 105, 000 742 Smedley School Addition 458, 000 - 458, 000 746 Ziegler School Addition 618, 000 - 618, 000 748 Wright Muhr School New 3,977,000 870,000 3,107,3,107,000

1 I 750 Cramp School Om 2, 561, 017 2, 451, 017 110, 000

DISTRICT 7 Total 36,579,017 3, 321,017 r 26,198,000

DISTRICT 8

807 High School Northeast Area New 13, 730, 000 I - '13,730I 000 811 Benjamin Rush Middle School New 5,172, 411 4, 982, 411 190, 000 ;13 Austin Meehan Middle School New 5, 840,140 210, 140 j 5, 630, 000 815 Middle School Between Washington& New 6, 520, 000 210,000 6, 310, 000 Northeast High Schools 816 Middle School District 8 New 7, 020, 000 - 7, 020, °JO 817 Middle School District 8 New 7, 020, 000 - 7, 020, 000 827 T. .Holme School Addition 727, 000 ' - 727, 000 837 Comly School Addition 828, 000 - 828, 000 893 Shallcross Residential School Addition 1, 530, 786 ' 1, 380, 786 150, 000 DISTRICT 8 Total 48, 388, 337 j 6, 783, 33741,605, 000

MISCELLANEOUS

001 Supportive Facilities 8,400,000 3, 900, 000 4,500,000 010 Alternations & Improvements 75, 601,267 ' 27, 101, 26748, 500,000 020 Furniture & Equipment 14, 350,331 4, 840, 331 9,510,000 030 Special Education Facilities 21, 000, 000 - 21, 000, 000 040 Site Expansion & Demolition 9, 737,161 2, 987,161 6, 750, 000 060 Athletic Facilities 16, 295, 635 2, 295, 63512, 000, 000 070 Administrative Facilities , 10, 065, 546 3, 065, 546 2, 500, 000. 090 Capital Program Administration Cost 29, 254, 023 6, 254, 02323, 000, 000

MISCELLANEOUS Total '184,703,96350,443, 963127,760,000

00 PROGRAM

RECOMMENDED AND SCHEDULED FOP SIX-YEAH PERIOD Cost to , Complete project 1968-1969 , 1969-1970 1970-1971 1 1971 -1972 1979-1973 1973-1974 ibeyond Number June 30, 1974

$ y,c- $ $ $ $ $

- 500,000 i 2, 030, 000 2,000,000 8, 500, ooe soo, 000 - 708

- - 1, 750, 000 5,020,000 250,000 - - 712 - - - - 1, 000,000 250, 000 5, 270, 000 713

- j - - - - 105, 000 1, 790, 000 740 - - 458,000 - - - - 742 - - - - 618,000 - - 746 3, 107,000 I ------748 110,000 ------750

3, 217,000 1 500,000 4, 238, 000 7,020,000 10, 368,000 855, 000 7, 060, 000

- - 1, 000, 000 1,530,000110, 500,000 700, 000 - 807 190,000 ------811 50,000 5,040,000 540, 000 - - - - 813 1, 040,000 5,020,000 250,000 - - - - 815

II - - - 1,750,000 5, 020,000 250, 000 - 816 - - - 1,750,000 5, 020,000 250, 000 - 817 - - 727,000 - - - 827 - - 828,000 - - - - 837 150,000 ' ------893

1, 430,000 ,10,060,000 I 2, 618,000 5,757,00020, 540,000 I, 200, 000

1,750,000 ,1,000,000 750, 000 500,000 500,000 - - 001

12, 500,000 I7,500,000 I 7, 500, 000 7,500,000 7, 500,000 I 6, 000, 000 - 010 1, 710,000 11,650,000 1, 650, 000 1,500,000 1, 500,000 1, 500, 000 - 020

- - 3, 000,000 ' 8,000,000 5, 000,000 5, 000, 000 - 030 500,000 500,000 750, 000 1, OCO, 000 2, 000,060 2, 000, 000 - 040 2, 000,000 '2,000,000 2, 000, 000 2,000,000 2, 000,000 2, 000, 000 2, 000, 000 060 300,000 ' 600,000 600, 000 700,000 300,000 - 4, 500, 000 070 3, 500,000 3,500,000 3, 700, 000 3,900,000 4, 100,000 4, 300; 000 - 090

22,260,00016,750, 009 19, 950,000 25,100,00022, 900,00020, 800, 000 6, 500, 000

101 1969-1974 CAPITAL

Total Cost SCostcheduled Thru Projects Estimated Six-Year 1967-6g Cost Period

SUMMARY 8 $ $

8, 492, 949 S3, 527,000 District 1 92, 769,949

47, 699,000 2 68, 063,825 6, 191, 825

907, 821 13, 774,000 3 14, 931,321

71, 974,000 4 89, 687,558 12,193, 558

9, 416, 514 48, 392,000 5 74, 358,514

5, 982, 393 32, 770,000 6 45, 317,393

26,19S,000 7 36, 579,017 3, 321, 017

6, 783, 337 41, 605,000 8 48,388,337

53,289,414 365, 939,000 District Total 470, 096,_ x

Miscellaneous 184,703,963 50, 443, 963 127,760,000

000 654, 800,377 ' 103, 733, 377 493, 699, Grand Total I

102 PROGRAM

Cost to

1 I Complete 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74 Beyond

n June 30, 1974

$ $ S $ $ $

18,592,000 18,957,000 15,390,000 2,228,000 5,760,000 22,600,000 750,600

7,843,000 10,625,000 7,062,000 8,850,000 10,750,000 2,569,000 14,173,000

720,000 5,020,000 250,000 1,500,000 618,000 5,666,000' 250,000

15,843,000 7,630,000 26,521,000 5,070,000 8,090,000 8,820,000 5,520,000

15,920,000 4,550,000 7,822,000 16,820,000 ; 2,280,000 1,000,000 S, 550,000

4,157,000 14,855,000 6,116,000 5,125,000 2,190,000 327,000 6,565,000

3,217,000 500,000 4,238,000 7,020,000 10,368,000 855,000 J 7,060,000

000 1,200,000 1,430,000 10,060,000 ' 2,618,000 5,757,000 20,540,

67,722,000 72,197,000 70,017,000 52,370,000 60,596,000 43,037,00050,868,000

22,260,000 16,750,000 19,950,000 25,100,000 22,900,000 20,800,000 6,500,000

89,982,000 S8,947,000 89,967,000 77,470,000 83,496,000 63,837,00057,368,000

103 , 41 r r 0 ki'S P , ____ .,1 ill 1I ti .. 4 0. 4 v ;r MorrellJOHN HANCOCKand Crown DEMONSTRATION Lane SCHOOL CompletedNew Dec' Aber 1967